This document discusses error correction techniques during accuracy and fluency work. It defines errors as part of a learner's developing language skills. There are different types of errors such as lexical, grammar, discourse and pronunciation errors. Errors can be caused by factors like L1 interference, overgeneralization, ignorance of rules, and incomplete application of rules. The document provides examples of feedback teachers can give during accuracy and fluency work, including gentle correction, reformulation, and recording mistakes to address later. It emphasizes allowing learners to self-correct and maintaining communication flow during fluency activities.

1. Error correction techniques
during accuracy and
fluency work

2. Error correction
What are errors?
“Errors are part of interlanguage that is
the version of the language which a
learner has at any one stage of
development, and which is continually
reshaped as he or she aims to full
mastery.” (Harmer: 100)

3. Types of errors
Type of errorType of error ExampleExample
Lexical errorsLexical errors II remembered a lot ofremembered a lot of
thinks.thinks.
Grammar errorsGrammar errors WeWe speakedspeaked……
Discourse errorsDiscourse errors At lastAt last when I went towhen I went to
bed it was four o’clockbed it was four o’clock
Pronunciation errorsPronunciation errors

4. Causes of errors
CauseCause ExampleExample
L1interferenceL1interference I bought my books at theI bought my books at the
library.library.
OvergeneralizationOvergeneralization He canHe can singssings very well.very well.
Ignorance of ruleIgnorance of rule
restrictionrestriction
I made himI made him toto do hisdo his
homeworkhomework
Incomplete applicationIncomplete application
of rulesof rules
Can you tell meCan you tell me what arewhat are
wewe going to do?going to do?

5. Feedback during accuracy
work

6. He has a
long hair.

7. Teacher’s answer Advantage Disadvantage
No -------- No clue for self
correction
He has long hair Strict correction Form no meaning
No article Prompt self-correction Requires
metalanguage
No. Anyone? Peer correction? T risks humiliating
the Student
He has…? Clue for self correction
He has a long hair? (Echoing). Self- correction S responds : “Yes, he
has a long hair”
Sorry. He what? (Clarification request) real
conversation.
“acting a bit thick”
Oh, he has a long
hair, has he?
(Reformulation) self correction. Ss may not
recognise the
intention
Good Acknowledge Ss’ contribution?? Initiate the process
of fossilisation.
Teacher says
nothing.
Deal with errors
later.
T doesn’t interrupt the flow of
talk.
Out of real operating
conditions.

8. Feedback during fluency
work

9.  Gentle correction.-“if communication breaks
downs completely during a fluency activity, we
may well have to intervene. If our students
cannot think of what to say, we may want to
prompt them forwards…gentle correction can be
offered in a number of ways. We might simply
reformulate what the student has just said in the
expectation that they will pick up our
reformulation.” (Harmer: 108)
 Student: I am not agree with you…
 Teacher: I don’t agree…
 Student: I don’t agree with you because I think…

10. Grammar Words and
phrases
Pronunciation Appropriacy
Recording mistakes
“One of the problems of giving feedback after the
event is that is easy to forget what students have
said. Most teachers, therefore, write down points
they want to refer later, and some like to use
charts of other forms of categorisation to help
them to do this, as in the following example:

11. After the event
When we have recorded student performance we
will want to give feedback to the class. We can do
this in a number of ways. We might want to give an
assessment of an activity, saying how well we
thought the students did in it, getting students to tell
us what they found easiest or most difficult. We can
put some of the mistakes we have recorded up on
the board and ask students firstly if they can
recognise the problem, and then whether they can
put it right” (Harmer: 109)