correction-17th PERU TESOL ANNUAL CONVENTION.ppt

How to correct students

1. 17th PERU TESOL ANNUAL CONVENTION17th PERU TESOL ANNUAL CONVENTION
“THE PRACTICE OF NEW TRENDS IN THE “THE PRACTICE OF NEW TRENDS IN THE
TEACHING/LEARNING PROCESS”TEACHING/LEARNING PROCESS”
CORRECTION & CONFIDENCE : CORRECTION & CONFIDENCE :
LET’S STUDENTS TO GET OVER LET’S STUDENTS TO GET OVER
THEMTHEM

2. 1. MISTAKES ARE NATURAL PART OF THE 1. MISTAKES ARE NATURAL PART OF THE
LEARNING PROCESSLEARNING PROCESS
What is an error? What is a mistake? What is an error? What is a mistake?
What’s the difference between these What’s the difference between these
both?both?
Young students = have the idea Young students = have the idea
= the new language will behave like = the new language will behave like
their mother tonguetheir mother tongue

3. European languages = false friends , European languages = false friends ,
eg:eg:
sensible actually real control sensible actually real control
= confusion is inevitable= confusion is inevitable
The fact that confusions will arise does The fact that confusions will arise does
not mean they should remain not mean they should remain
uncorrected, but it is important for uncorrected, but it is important for
the teacher (us) to understand, and the teacher (us) to understand, and
to feel deeply, that mistakes are to feel deeply, that mistakes are
INEVITABLE and a NATURAL part of INEVITABLE and a NATURAL part of
the learning process.the learning process.

4. Teachers trasmit to Ss the idea the Teachers trasmit to Ss the idea the
mistakes are an essential part of mistakes are an essential part of
the learning process, and definitely the learning process, and definitely
NOT sth to be feared.NOT sth to be feared.

5. 2. GIVE STUDENTS THE CHANCE TO 2. GIVE STUDENTS THE CHANCE TO
CORRECT THEMSELVESCORRECT THEMSELVES
MISTAKES : slips of the tongue, sth the MISTAKES : slips of the tongue, sth the
Ss know, underlearning or over-Ss know, underlearning or over-
learning, mis-understanding.learning, mis-understanding.

PAUSE : if the Ss can correct him- or PAUSE : if the Ss can correct him- or
herself nothing more needs to be herself nothing more needs to be
said.said.

The main principle of correction is The main principle of correction is
that self-correction is best.that self-correction is best.

6. 3. INVOLVE THE CLASS3. INVOLVE THE CLASS
4. ISOLATE THE PROBLEM4. ISOLATE THE PROBLEM

7. 5. THE STUDENT MUST USE THE 5. THE STUDENT MUST USE THE
CORRECT LANGUAGECORRECT LANGUAGE

SSI buyed it in London.I buyed it in London.

TTNo, not buyed, bought.No, not buyed, bought.

S S Yes.Yes.

TT... can you do the next question ... can you do the next question
please? please?

8. 
TT Where did he buy it? Where did he buy it?

SS He buyed it from London.He buyed it from London.

TT ( indicates mistake by facial ( indicates mistake by facial
expression or gesture)expression or gesture)

SS He buyed it from London.He buyed it from London.

TT Can anybody help?Can anybody help?

S2S2In London.In London.

TT That’s right,- anything else? That’s right,- anything else?

CC silencesilence

TT Not Not buyedbuyed – anybody? – anybody?

S2S2Boughted.Boughted.

9. 
TT(smiles) No – nearly...anybody?(smiles) No – nearly...anybody?

S3S3Bought.Bought.

TTThat’s right. That’s right.
Everybody...BOUGHT.Everybody...BOUGHT.

CCBought.Bought.

TTAgain.Again.

CCBought...Bought...

10. 6. THERE ARE MANY KINDS OF 6. THERE ARE MANY KINDS OF
MISTAKESMISTAKES
StressStress IntonationIntonation
Register and appropriacyRegister and appropriacy
Omissions Omissions

The distinction between fluency and The distinction between fluency and
accuracy needs constantly to be accuracy needs constantly to be
borne in mind. borne in mind.

Intermediate or advanced Ss = wider Intermediate or advanced Ss = wider
concept of mistakesconcept of mistakes

11. 7. CORRECTING REGISTER AND 7. CORRECTING REGISTER AND
APPROPRIACY NEEDS TACTAPPROPRIACY NEEDS TACT
8. CORRECT PROMPTLY FOR ACCURACY, 8. CORRECT PROMPTLY FOR ACCURACY,
AFTERWARDS FOR FLUENCYAFTERWARDS FOR FLUENCY
PAD OF PAPER:PAD OF PAPER:
a.a.They are common to several members of the They are common to several members of the
class.class.
b.b.They are likely to create genuine They are likely to create genuine
misunderstanding if not correctedmisunderstanding if not corrected . .
c.c.They show a gap in the students’ knowledge.They show a gap in the students’ knowledge.

12. 9. DON’T OVER-CORRECT9. DON’T OVER-CORRECT
10. RE-FORMULATION IS OFTEN BETTER 10. RE-FORMULATION IS OFTEN BETTER
THAN CORRECTIONTHAN CORRECTION

SS My mummy buyed it for me.My mummy buyed it for me.

TT Oh, that’s nice, your Mummy bought it for Oh, that’s nice, your Mummy bought it for
you,did she.you,did she.

SS Yes.Yes.

TT Where did she buy it?Where did she buy it?

SS She buyed it in town.She buyed it in town.

TT Oh, she bought it in town for you. Well it’s Oh, she bought it in town for you. Well it’s
very nice.very nice.

13. 11. USE A CODE TO CORRECT 11. USE A CODE TO CORRECT
WRITTEN WORKWRITTEN WORK
12. USE CLASS DISCUSSION AS A 12. USE CLASS DISCUSSION AS A
METHOD OF CORRECTING METHOD OF CORRECTING
WRITTEN WORK.WRITTEN WORK.

14. DO YOUR BEST!!!DO YOUR BEST!!!
WE DO TEACH!!!WE DO TEACH!!!
WE DO EDUCATE!!!WE DO EDUCATE!!!
WE ARE TEACHERS!!!WE ARE TEACHERS!!!
THANK YOU!!!THANK YOU!!! GOD BLESS YOU!!GOD BLESS YOU!!