ERROR CORRECTION



Añadir leyenda

Correcting students’ errors in the EFL classroom is an issue of concern for every EFL teacher. What should we correct, when should we correct it, and how should it be corrected?nHow do we give students the feedback they need and want to improve, without damaging fluency and motivation?
Research tends to indicate that three types of errors should be addressed: high frequency errors, stigmatizing errors and errors that block meaning or the understanding by the listener. We might add another, errors in using the target language of the lesson.
When and how should these errors be corrected?
Unfortunately, there is no conclusive evidence/research about these issues.
Research seems to indicate that the most effective ways to deal with errors
and offer corrections include:
when hearing an error, speak the corrected statement
listen for errors and make a general review of them at the end of the activity segment
encourage peer correction
(be cautious here as some peer correction,
given by students with stronger personalities, might also be incorrect!)
correct the student personally (use this less than the other methods)
EFL teachers always need to be careful of the balance between fluency (ability to speak quickly and smoothly without much thought) and accuracy (ability to speak in a grammatically correct manner). 

Error correction techniques:

Finger correction is particularly useful and can be used to indicate: contraction, an unnecessary word, or a missing word.


 

In the following videos you are going to find some error correction techniques that are very interesting
 check it!!!..

 

 

 

 

 

 

 

 

REFLECTION

 

I consider that student errors show us they take risk in order communicate an idea ; therefore T has to help and guide when they have error. However, Student have to work in it and discover their error by themselves. Thus students will internalize and try not to make the same mistake.