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Dealing with spoken errorsDealing with spoken errors
Write down 6 words you associate with the word‘mistake’*Compare your words with a partner* Note in this session error and mistake are used interchangeably
“ Mummy I got a B in my English Exam”“That’s good but how many mistakes did you make?”Error is worse than ignorance (Philip James Bailey)The cautious seldom err (Confucius)
How do feel about these sentences? Correct or not?1. Manchester United are the winningest team in English football.2. As she kissed him loudly on the cheek the mwah rang out acrossthe park.3. Gareth is wicked, he is the coolest person I know.4. There are less people here than yesterday5. There’s seven cars in the car park.
Types / causes of error• With a partner, can you think of somecommon errors made by languagelearners and then discuss what might bethe cause of them.• NB: It may be that sometimes the teacher(current or previous) is the cause of the error. Itcould be first language interference.
Teacher’s fault• Unclear presentation oflanguage• Not giving the students enoughpractice of the language• Teacher overgeneralising therule (e.g. add s to make aplural, add s in the 3rd person)• Teacher oversimplifying therule (e.g. some/any)• Overloading the students (e.g.too many tenses in onelesson)• Presenting language to a toolow level (e.g. doing the 3rdconditional with beginners)• Giving the wrong rulesStudent’s fault• Too tired, stressed from worketc• Not paying attention in class /copying down wrongly from thewhiteboard• Not studying outside of school• Experimenting with thelanguage• Mishearing the teacher• First language interference
Causes of error1. T: Are you angry? St: No, I had lunch 2 hours ago2. In street there was man with large dog3. T: Ask her where she went last night. St: Where you went last night?4. I was a host at a party last night. My best friend was celebrating her birthday5. He gave me some useful informations.6. He gived me useful information.7. My skin is very sensible8. They bought their son a fluffy little pub for his birthday.9. I saw TV last night10. “Hi Sarah, this is John, I was wondering if you would accompany me to the disco onSaturday?”11. I went to a disco on Saturday even though I love dancing.
The lesson has started, the teacher and students arediscussing together, in open class, the answers to thehomework exercise that the teacher has set theprevious week (on phrasal verbs). There is a knock onthe door and in walks a late student. As the studententers he speaks: “I’m sorry I’m late my father hastaken to hospital”To which the teacher replies: “No, not has taken buthas been taken.
If and when to correct errorsThings to consider:• The lesson– Stage– Focus– Time of day• The student– Level– Existing knowledge– Personality• Correction– Necessary / beneficial?– Who?– How?– Time it takes
I must to go to work laterI must to go to work later
1. Teachers simply echoing the student’s mistake is not an effective way to correct because…..2. Teachers verbally interrupting a student can be a bad thing because…..3. Assuming we want a student to try and self-correct immediately, three ways to avoid verballyinterrupting are….4. However teachers should be aware that some of the disadvantages of self-correction are….5. A teacher might decide not to correct if …6. Some ways of dealing with delayed feedback are….7. Overall, five practical ways of dealing with spoken errors are….
With a partner decide how you would deal with the errors in these situations.Discuss each situation and decide:Would you correct the error or mistake?How exactly would you correct it?When exactly would you correct it?Situation 1You are doing a drill to practise the present perfect and past simple.You ask, “Have you ever been to the mountains?”A student responds, “I’ve went to the mountains on France last year.”
Situation 2You are doing a warm upactivity with your class. Inthe activity a studentsays, “Last week was mymother’s birthday, she isfive and fifty .”Situation 3Your learners are workingin groups; their task is toplan what to do togetherat the weekend. Severallearners in differentgroups are making thesame mistake, saying “Wego to the restaurant” or“We go on a trip.”Situation 4Your class has just beenintroduced to the function‘Let’s do something’. Youare organising a trip withyour class and you arediscussing what to do; alearner says, Let goswimming.Situation 5Your learners are writinga postcard in pairs abouttheir summer holiday to afriend at home. One pairhas written, ‘I am go torestaurant every day.’Adapted from Tasks for Teacher education by Tanner and Green published byPearson Education
RECOGNITION Has a mistake been made?DESCRIPTION What kind of mistake?How serious is it?EXPLANATION What caused it?REMEDY Should I act?How should I act?When should I act?Four steps to error correction