Correcting mistakes in oral work

There are several reasons why it is important to correct oral mistakes. Firstly, correction allows the student to realize how much they have improved in their management of the L2. Secondly, when a student gets corrected he can grasp a better understanding of how the L2works. Furthermore, students’ confidence is strengthened by corrections because they know that they can rely on the teacher to check whether something they want to express is right or not.

With oral mistakes made during class discussions, there are basically two schools of thought:

1) Correct often and thoroughly;

2) Let students make mistakes; Sometimes, teachers refine the choice by choosing to let beginners make many mistakes while correcting advanced students often.

However, many teachers are taking a third route these days. This third route might be called “selective correction”. In this case, the teacher decides to correct only certain errors. Which errors will be corrected is usually decided by the objectives of the lesson, or the specific exercise that is being done at that moment. In other words, if students are focusing on simple past irregular forms, then only mistakes in those forms are corrected (i.e., goed, thinked, etc.).

Other mistakes, such as mistakes in a future form, or mistakes of collocations (for example: I made my homework) are ignored. Finally, many teachers also choose to correct students after the fact. Teachers take notes on common mistakes that students make. During the follow-up correction session the teacher then presents common mistakes made so that all can benefit from an analysis of which mistakes were made and why. make mistakes in speaking for three reasons: they didn’t pay attention, they need more practice, or they don’t understand grammatical structure or vocabulary. That’s why when they make mistakes, determine the reason for mistake. You can give them more practice or explanation if they need it.

Correcting mistakes is done to help students speak better English. Therefore, some methods are better than others. Here are some techniques teachers can use to correct mistakes in student’s speech.

- Don’t interrupt.

- Have a positive attitude.

- Self-Correction (oral). The best way to correct mistakes is to have students correct themselves.

- Model the correct sentence. If a student makes a mistake, repeat the sentence for them correctly. Ask the student to repeat the correct version after you for practice.

- Correct non-verbally. You don’t always have to tell students when they make mistake. You may use the gesture, nod your head, or move your head to let them know they made mistake. After gesture, they might notice themselves.

- Ignore the mistakes. Sometimes students speak incorrectly because they haven’t learned the right grammar to use. Explaining this kind of mistakes might take up too much time. If your student says something very complicated and you don’t want to explain the mistake, you don’t have to do it. You can ignore it. Also students sometimes make more than one mistake. You might want to focus on one mistake. Instead of correcting all of them. For example, “I father clever”. You could just correct one of his mistakes “My father”.

 - Encouraging. And of course, praise them for their ability to admit their mistakes.

 

1. Written feedback

Writing good feedback requires an understanding that language does more than describe our world; it helps us construct our world.

Written Feedback Techniques:

– Responding:

We tell them how successful they have been, and which areas they have improved/need to improve.Constructive feedback: learning from errors.

– Coding:

Teachers may use a code with symbols on the margins. We allow students to focus on particular aspects of language: spelling, verb tenses, paragraph construction, cohesion

 

Finishing the feedback process

– Written feedback is designed as a tool to help learners improve their language use.

– Importance of rewriting: to see how they respond to our comments.

– Feedback is part of the learning process.

– It is over after students have made changes, consulted grammar books or dictionaries as a way of resolving some of the mistakes we have signalled

 

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