Correcting Learners

CORRECTING LEARNERS TKT UNIT 31

MAIN AIM • The trainees will be aware of different types of error correction and find out the suitable one for each error type.

Time line • Useful to show the relationship between the use of a vert tense and time. • Ex. I have lived in Cuernavaca 2 years ago .

FINGER • One finger usually stands for one word. It’s useful when learners miss a word or to enforce use of contractions.

Gestures / Facial expressions

• Useful prompting learners’ slip without interrupting them too much

Phonemic symbols – • FOR PRONUNCIATION ERRORS.

Echo correcting • Repeating what learners say with a raising intonation. Helpful to learners correct slips by themselves.

IDENTIFYING THE MISTAKE • Focusing learners’ attention to the error, maybe asking: “are you sure?”

NOTES • Taking notes of serious errors in order to give feedback once the task has done. Useful for fluency activities because it lets learners keep on speaking.

Peer / self-correction • Keeps learners autonomous and independent. Also lets teacher be aware of learners’ need.

IGNORING • Minor errors in fluency activities or above learners’ current level

• 1) Teacher correction – teacher writing the right words instead of putting just correction symbols. • 2) Peer correction – correct and may discuss each other. • 3) Ignoring - Minor errors in creative writings or above learners’ current level

Self-correction – usually with guidance sheet.