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.lThere different approaches of the teacher towards mistakes:lThat they are unavoidablellThey affect communicationllAre related to the whole structurellMake it hard to follow the contentllNeed focusing onlWhen an error is made by the learner the teacher must think:lWhat kind of error it is?llDo I want to correct it? (Is it necessary to do it.If the teacher wants that students practice fluency he should not correct the student)llWhen do I want do deal with it? (he can point out the errors later.Or at the spot)llWho is to correct? (the teacher may correct or the peer - correction or self-correction)llHow do I want to correct? (facial expression, gestures, repeating sentences up to the error, a single word used to indicate a problem e.g.noun, verb; behave like native speaker)lThere are three basic types of error correction:1.Teacher correction: The teacher corrects the student.2.Self-correction: The teacher indicates the student has made a (usually by repeating in a quizzical tone) and gives the student an opportunity to self-correct.3.Peer correction: The teacher asks other students to correct the mistake or error.A decision to correct or not is based on many factors: the most important criteria is whether the activity you are doing is for.When you are concentrating on , you are making sure that what the students produce is grammatically correct English with correct vocabulary.When you are concentrating on , you are helping students to express themselves in English.You are not concerned with errors of grammar and vocabulary.Typical accuracy activities: grammar presentations, ,.Typical fluency activities: , speeches, , games.Criteria for dealing with Spoken ErrorsIn 'Correction' by M.Bartram and R.Walton present these questions as a guide to deciding whether to let an error go or not.Which do you consider to be the most important?1.Does the mistake affect communication?2.Are we concentrating on accuracy at the moment?3.Is it really wrong? Or is it my imagination?4.Why did the student make the mistake?5.Is it the first time the student has spoken for a long time?6.Could the student react badly to my correction?7.Have they met this language point in the current lesson?8.Is it something the students have already met?9.Is this a mistake that several students are making?10.Would the mistake irritate someone?11.What time is it?12.What day is it?13.What's the weather like?Practical techniques / ideas for correcting spoken EnglishlOn-the-spot correction techniques.These are used for dealing with errors as they occur.llUsing fingersFor example, to highlight an incorrect form or to indicate a word order mistake.llGesturesFor example, using hand gestures to indicate the use of the wrong tense.llMouthingThis is useful with pronunciation errors.The teacher mouths the correct pronunciation without making a sound.For example, when an individual sound is mispronounced or when the word stress is wrong.Of course it can also be used to correct other spoken errors.llReformulationFor example: Student: I went in ScotlandTeacher: Oh really, you went to Scotland, did you?llDelayed Correction techniques - For example, after a communication activity.llNoting down errorsEither on an individual basis i.e.focusing on each student's mistakes or for the class as a whole.'Hot cards', as Bartram and Walton call individual notes, can be used to focus on recurring mistakes.The student then has a written suggestion of what to work on.llRecordingIn addition to recording students (individually, in pairs etc.) during a speaking task to make them aware of errors that affect communication we can use a technique from Community Language Learning.Students sit in a circle with a tape recorder in the centre.In monolingual classes they check with the teacher, who is bilingual, about how to say something in English, then rehearse it and record it.At the end of the lesson they listen back to the tape and can focus on specific utterances etc.With higher level multilingual classes students take part in a discussion which they have prepared for in advance.When they have something to say they record themselves and then pause the tape.Just as with monolingual classes they can use the teacher as a linguistic resource.At the end of the discussion students analyse their performance with the teacher.The focus is on improving the quality of what they say and expanding their inter-language [ Pobierz całość w formacie PDF ]