Error Correction in a Communicative Class

Error Correction in a Error Correction in a Communicative ClassCommunicative Class

Katherine C. FitzSimonsKatherine C. FitzSimonsEnglish Language FellowEnglish Language Fellow

Guayaquil, Ecuador 2008-2009Guayaquil, Ecuador 2008-200909 4664 358 celular09 4664 358 celular

ukraitie@yahoo.comukraitie@yahoo.com

Do you agree with this statement?

““We learn by making We learn by making mistakes.”mistakes.”

Creating an Environment in Which Mistakes are OK

If you believe that we learn by If you believe that we learn by making mistakes then it is making mistakes then it is critical to create a classroom critical to create a classroom environment in which mistakes environment in which mistakes are OK.are OK.

Error CorrectionError Correction

Errors are natural and normal.Errors are natural and normal. Errors should not make a student Errors should not make a student

feel bad, sad, nervous, or stupid.feel bad, sad, nervous, or stupid. Before students can be ready for an Before students can be ready for an

exam they need to understand their exam they need to understand their errors and how to correct them.errors and how to correct them.

However, However, not all errors need to be not all errors need to be correctedcorrected for successful for successful real world communication.communication.

Warm-up:Warm-up:What kind of corrector are you?What kind of corrector are you?

In groups, read dialogues 1-6 In groups, read dialogues 1-6 from the handout ¨from the handout ¨Sample Sample Correction TechniquesCorrection Techniques¨.¨.

Think about Think about whowho corrected the corrected the students in the dialogues, students in the dialogues, whenwhen, , wherewhere and and howhow they were they were corrected.corrected.

What techniques did the teacher What techniques did the teacher use in dialogues 1-6?use in dialogues 1-6? Gets answer from Gets answer from

another studentanother student

Gets answer from Gets answer from same studentsame student

Says answer was Says answer was wrongwrong

Provides model of Provides model of correct answercorrect answer

Indicates error with Indicates error with rising intonationrising intonation

Says what was wrongSays what was wrong

Asks students to Asks students to repeat correct answerrepeat correct answer

Uses gestures or Uses gestures or facial expressions to facial expressions to indicate wrong indicate wrong answeranswer

Asks for the ruleAsks for the rule

Provides correct Provides correct language naturally in language naturally in passingpassing

Your Opinion:Your Opinion:

Why do students make errors?Why do students make errors?

Why do students make Why do students make errors?errors? They are practicing a new language.They are practicing a new language. They are nervous or forget.They are nervous or forget. Teachers focus too much on reading Teachers focus too much on reading

and writing so speaking and listening and writing so speaking and listening are difficult.are difficult.

There are differences between the There are differences between the mother tongue and the new mother tongue and the new language.language.

No one speaks perfectly.No one speaks perfectly.

Your Opinion:Your Opinion:

Should errors be corrected?Should errors be corrected?

Why correct errors?Why correct errors?

Students want to be understood.Students want to be understood. Students expect to be corrected Students expect to be corrected

by the teacher.by the teacher. Students want to improve and Students want to improve and

feel confident.feel confident. Students don´t know they are Students don´t know they are

making mistakes.making mistakes. Students want to complete tasks Students want to complete tasks

successfully.successfully.

Your Opinion:Your Opinion:

Which errors require correction?Which errors require correction?

Which errors should be Which errors should be corrected?corrected? Errors that detract from Errors that detract from

successful completion of a task.successful completion of a task. Errors that affect students´ Errors that affect students´

ability to be understood.ability to be understood. Repeated errors.Repeated errors. Shared errors.Shared errors.

NOTE: Mistakes are different from errors NOTE: Mistakes are different from errors because they are not repeated often. The because they are not repeated often. The student knows the rule but simply forgets it student knows the rule but simply forgets it temporarily.temporarily.

Your Opinion:Your Opinion:

When should error correction When should error correction happen?happen?

When to correct errors?When to correct errors?

ImmediateImmediate—At the exact —At the exact moment of production moment of production

DelayedDelayed—Note the error and —Note the error and correct it later (at the end of the correct it later (at the end of the student´s speech, task, lesson, student´s speech, task, lesson, day)day)

NeverNever—No correction—No correction

Activity: When to correctActivity: When to correct

Read the handout ¨Read the handout ¨Correction Correction Techniques: SummaryTechniques: Summary¨.¨.

Discuss with a partner Discuss with a partner WHENWHEN to to correct the student in each correct the student in each situation and put an situation and put an XX in the box in the box ImmediateImmediate, , DelayedDelayed, or , or No No CorrectionCorrection..

Your Opinion:Your Opinion:

Where can we correct errors?Where can we correct errors?

When to correct errors?When to correct errors?

In In PublicPublic—Make one student´s —Make one student´s error a lesson for allerror a lesson for all

IndividuallyIndividually—Working only with —Working only with the student who made the errorthe student who made the error

Activity: Where to correctActivity: Where to correct

Read the handout ¨Read the handout ¨Correction Correction Techniques: SummaryTechniques: Summary¨ again.¨ again.

Discuss with a partner Discuss with a partner WHEREWHERE to correct the student in each to correct the student in each situation and put an situation and put an XX in the box in the box for for IndividualIndividual or or PublicPublic..

More information about when More information about when to correct errorsto correct errors

Error correction depends on many Error correction depends on many factors including:factors including:

Learner sensitivityLearner sensitivity Learner situationLearner situation Learning purpose (fluency or Learning purpose (fluency or

accuracy)accuracy) Task type (reading, writing, Task type (reading, writing,

speaking, listening, individual, speaking, listening, individual, group work…)group work…)

Your Opinion:Your Opinion:

Who can correct errors?Who can correct errors?

Who can correct errors?Who can correct errors?

Self-correctionSelf-correction—The student —The student corrects himselfcorrects himself

Peer correctionPeer correction—The group —The group helps to correct another studenthelps to correct another student

Teacher correctionTeacher correction—The —The teacher demonstrates the teacher demonstrates the correct formcorrect form

Which type is the best? Why?Which type is the best? Why?

Activity: Who can correctActivity: Who can correct

Read the handout ¨Read the handout ¨Correction Correction Techniques: SummaryTechniques: Summary¨ once ¨ once more.more.

Discuss with a partner Discuss with a partner WHOWHO can can correct the student in each correct the student in each situation and put an situation and put an XX in the box in the box for for Self-correctionSelf-correction, , Peer Peer correctioncorrection, or , or Teacher Teacher correctioncorrection..

Your Opinion:Your Opinion:

How should corrective feedback How should corrective feedback be carried out?be carried out?

How should errors be How should errors be corrected?corrected? For repeated or shared errors, the For repeated or shared errors, the

teacher needs to teacher needs to provide a modelprovide a model of of the correct language.the correct language.

Grammar errors may require a Grammar errors may require a review of rulesreview of rules and and extra practice.extra practice.

Pronunciation errors may require Pronunciation errors may require more more minimal pairminimal pair or or sentence sentence stress practice.stress practice.

All error correction should be done All error correction should be done with with sensitivitysensitivity to avoid to avoid embarrassment and fear.embarrassment and fear.

Role of the Teacher in Role of the Teacher in Communicative Error CorrectionCommunicative Error Correction

The teacher can be:The teacher can be:a)a) Reference BookReference Bookb)b) PartnerPartnerc)c) HelperHelperd)d) EnemyEnemye)e) Authority FigureAuthority Figure

What do these terms mean?What do these terms mean?Which one is best? Why?Which one is best? Why?

Activity: The Teacher´s RoleActivity: The Teacher´s Role

Read the handout ¨Read the handout ¨Teacher´s Teacher´s RoleRole¨.¨.

Work in groups. Tell each other Work in groups. Tell each other which role you think the teacher which role you think the teacher plays in each situation.plays in each situation.

Try to predict the student´s Try to predict the student´s reaction to each situation.reaction to each situation.

In conclusion…In conclusion…

Several studies report that Several studies report that indirect feedback leads to either indirect feedback leads to either equal or greater levels of equal or greater levels of accuracy than direct feedback accuracy than direct feedback over time.over time.

(Ferris et al., 2000; Ferris & Helt, 2000; Frantzen, (Ferris et al., 2000; Ferris & Helt, 2000; Frantzen, 1995; Lalande, 1982; Lee, 1997; Robb et al., 1986).1995; Lalande, 1982; Lee, 1997; Robb et al., 1986).

THANK YOU!!!THANK YOU!!!

Katherine C. FitzSimonsKatherine C. FitzSimons

English Language FellowEnglish Language Fellow

Fundación Ecuador-AprendamosFundación Ecuador-Aprendamos

ukraitie@yahoo.comukraitie@yahoo.com

09 4664358 celular09 4664358 celular