PREFACE
Error correction never becomes
obsolete! No matter how much and for how long you talk about error correction,
still more is less! We mostly know that students’ errors, say grammatical or
else, should be corrected somehow. We even have a couple of tricks to do so.
But, have we ever thought that our ‘tricks’ are actually the true one? Or that
could we possibly select another ‘trick’ and this time it might be actually
working better? We must increase our knowledge of the various techniques and
methods with the hope that our teaching can actually make a change!
The current issue of ETFun intends
to remind you of some of these techniques on error correction! We hope it is
useful and it can come handy!
QUOTABLE QUOTES
“If someone corrects you, and you
feel offended, then you have an ego problem.”
Nouman Ali Khan
“Accept corrections and you’ll
improve and increase.”
Israelmore Ayivor
“Don't
argue with a fool, future will teach him some lessons”
Bamigboye
Olurotimi
You can’t accept correction when
you are not humble to listen.”
Israelmore Ayivor
“A bitter critic is the sweetest
corrector.”
Michael Bassey Johnson
No Comment
TEACHING TIPS: ERROR CORRECTION:
WHERE, WHEN AND HOW
Inherent in the profession of
teaching is the need to make corrections, but teachers are often unsure as to
how much to correct, or even how to go about it. Mrs. Akrami is worried about
how she is to deal with error correction with her beginning English classes.
She wants to correct her students and thereby improve the quality of their
language, but is afraid that if she corrects the students too much, they will
become discouraged and stop taking risks in the language.
What does the process of error
correction consist of?
Error correction sequences consists
of four steps:
1. A student error
2. The teacher’s feedback which may
take the form of explicit correction, recast, clarification request,
metalinguistic feedback, elicitation or error correction
3. The student’s response, which
may or may not still need repair
4. Reinforcement of a correct
response by the teacher (on occasion)
Students respond more successfully
when the correct form is not supplied for them and there is negotiation of
form, i.e. with clarification requests, metalinguistic feedback, elicitation or
error repetition.
What is the difference between
intake and uptake?
Intake occurs during the process of
Giving It and Getting It, where students are taking in new information and
processing it.
Uptake occurs during the Using It
stage and describes the process of students retrieving information that is
already part of their consciousness. It describes the learners’ responses to
the teacher's feedback following either an erroneous utterance or a query about
a linguistic item. Some researchers argue that uptake may contribute to second
language acquisition by facilitating noticing and pushing learners to produce
more accurate linguistic forms.
What is the difference between a
recast and a repair?
A recast is what the teacher says
with the purpose of helping a student notice his or her mistakes and repair it
on his or her own. Several different types of recasts are listed below. A
repair is the student’s correction after the recast.
What are the types of recasts a
teacher can use?
Explicit recast – this recast is
clear and very direct on what has to be corrected; it helps the student notice
one thing in particular which needs to be corrected
Implicit recast – this recast is
more subtle and often employs gestures. It suggests to the students that there
is something to correct rather than directing the student to the error
immediately
Short recast – this type of recast
refers only to the length of the recast, so that only a short cue is given
Long recast – this is a longer
length of recast, like a longer cue or perhaps an explanation
Pronunciation recast – this type of
recast focuses on what aspect of the sentence needs to be corrected, in this
case the pronunciation
Grammar recast – this type of
recast tells the student that an aspect of grammar must be corrected
Vocabulary
recast –
this type of recast tells the students that an aspect of vocabulary must be
corrected
Substitution
request/recast – this type of recast lets the student know that a particular
aspect of the sentence needs to changed to something else
Addition
request/recast – this type of recast lets the student know that something needs
to be added to the sentence
Declarative recast – this type of
recast is delivered in sentence form, stating that something is wrong in the
student’s sentence,e.g. “the tense is wrong”
Interrogative recast – this type of
recast is delivered in question form, whether restating the sentence as a
question, or asking the student directly what is wrong with the sentence
One repair needed recast – this
type of recast demonstrates that there is only one repair to be made
Multiple repairs needed recast –
this type of recast demonstrates that there is more than one repair to be made
Clarification request – this type
of request forces the student to think about, make changes if necessary and
repeat their answer, e.g. “Pardon?”
Metalinguistics feedback – this
type of recast shows the students or forces them to think about why something
in the language functions the way that it does, e.g. “Is that how you would say
it in English?”
Elicitation – this type of recast
tries to get the students to give you what you are looking for in an answer
(specific answer)
Error repetition – this type of
recast involves repeating the mistake the way that the student said it
These recasts are not always used
individually; quite often, a recast can belong to several categories at the
same time. For example, a grammar recast can also be a long recast as well as a
substitution recast. Or, an elicitation recast can be a vocabulary recast as
well as an interrogative recast.
Why correct errors? Why not?
Correcting student errors is
necessary in order to help students improve their skills. However, how one goes
about correcting the errors and in what situations can make a significant
difference in how the correction is received by the student.
Teachers must know their students
in order to gauge what kind of error correction should be used. Some students
are very form-focused and really want explicit correction; some students are
less form-focused and will feel criticized by too much correction. It is a risk
a teacher takes when correcting students in oral communication, that the
student will be reluctant to try again in the future. Teachers must foster an
environment in the classroom that is forgiving of mistakes and encouraging of
risks.
JOKES
1
Headmaster: I've had complaints
about you, Johnny, from all your teachers. What have you been doing?
Johnny: Nothing, sir.
Headmaster: Exactly.
2
Teacher: "Nick, what is the
past participle of the verb to ring?"
Nick: "What do you think it
is, Sir?"
Teacher: "I don't think, I
KNOW!"
Nick: "I don't think I know
either, Sir!"
3
A: Hey, man! Please call me a taxi.
B: Yes, sir. You are a taxi.
4
A: Why are you crying?
B: The elephant is dead.
A: Was he your pet?
B: No, but I'm the one who must dig
his grave
5
A teacher asked a student to write
55.
Student asked: How?
Teacher: Write 5 and beside it
another 5!
The student wrotes 5 and stopped.
Teacher: What are you waiting for?
Student: I don't know which side to
write the other 5!
FUNNY RIDDLES
1. Poor people have it.
Rich people need it.
If you eat it you die.
What is it?
2. I am full of holes, I can hold
water. What am I?
3. I can speak all the languages of
the world. What am I?
4. What are two things people never
eat before breakfast?
5. What has two hands and a face,
but no arms and legs?
(Check next page for the answers.)
CROSSWORDS: JOBS PUZZLE!
Here is an easy Jobs Puzzle for the
beginners!
Down
1. My sister wants to be a ______.
2. Tom works in a post office: he
is a ___.
3. My father is a ___.
5. She is a _____.
7. Where does she ___?
8. I want to be a ____.
12. She works in a ____ .
Across
1. What does your aunt ___?
4. My uncle is a ____ .
6. He flies a ______ .
9. Mr. Joe drives a taxi. He is a
___.
10. A ___ works in a restaurant.
11. He works in a _____ .
13. My brother works in a fire
station. He is a ____.
14. I want to be a policeman. I
want to ride ____.
Word Bank
Postal worker
Pilot
Plane
Firefighter
Waiter
School
Motorbike
Doctor
Teacher
Work
Dentist
Hospital
Do
Policeman
Taxi driver
Answers to the Funny Riddles:
1. Nothing!
2. A sponge!
3. An echo!
4. Lunch and supper!
5. A clock!
References
Quotable Quotes:
https://www.goodreads.com
Caricature: www.google.com
Teaching Tips: https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/error%20correction.html
Jokes:
http://iteslj.org/c/jokes-short.html
Funny Riddles:
http://eslmobi.com/3i/a_riddles.htm
Crossword: http://www.esl-galaxy.com/crosswords.htm