ERROR CORRECTION

2.  Slips:
The mistakes that the Ss can correct
themselves when they are pointed out
 Errors:
The mistakes that the Ss can not correct
themselves and need explanation
 Attempts:
The mistakes that the Ss make when trying
to say sth but they are not aware of the
correct form and are needed to be taught.

3.  L1 interference
examples: at the level of sound: ( th, v , w)
at the level of grammar: ( I am agree)
at the level of word usage: ( library
instead of bookshelf)
 Developmental errors
e.g. overgeneralization

4. Comes from the teacher
peers the students
self

5. We should ask ourselves some questions:
 Will it help or hinder learning?
 Am I correcting sth they don’t know?
 How will the Ss take the correction?
 What kind of error has been made?
 When should I deal with?( on the spot, end of
the session, later )
 Who should correct it? ( teacher correction,
self correction, peer correction)
 Which technique is better to be used?

6.  Comments
 Grades and marks

7. accuracy?
How do we treat
fluency?

8. Ways to show incorrectness:
 Repeating
 Echoing
 Statement & question( very nice try; but
don’t you think…)
 Expression (face, hand,…)
 Hinting
 Reformulation
 Finger correction

9. Don’t forget gentle correction and stop over
correcting.
 If communication breaks down completely
we have to intervene.
 Give them prompts.
 Don’t stop the whole activity to insist on
telling the correct form.
 We can reformulate or echo gently.
 We should try to act as an observer,
watching and listening and maybe taking
notes and later giving + or – feedback.

10. depending on the writing task we can:
 confirm right or wrong ( e.g. workbook
exercises)
 Get concerned about the content.( e.g. in
creative or communicative writing)
 Respond rather than correct ( during the
writing process)
By responding we mean telling Ss what we
think and making suggestions.

11. We can :
 Write comments on a different color.
 Write more extensive comments on a
separate piece of paper.
 Reformulate.
 Use conventional codes and ask them to
rewrite their writing considering those
points. ( WW, WF, PUNC., SP, λ , ?,…)

12. You can :
 tell them how well they did.
 ask them to tell what parts were easy or
difficult ( self-assessment).
 put the most frequent mistakes on the board
and ask the Ss to correct them.
 re-teach the frequently mistaken parts.

13. Let’s make better mistakes tomorrow.