Current approaches to correcting errors in speech when learning a foreign language.

1. Current approaches to correcting errors in
speech when learning a foreign language.
Causes of errors
The error is an integral part of the process of
learning and correcting them - part of the
educating process

2. 1. Influence of the mother tongue
2. Unclear knowledge of the rules
3. Оn principle:
though anything and to say
4. From carelessness

3. II. Classification of mistakes
(With teacher's point of view)
Mistakes -
clause (slips)
Mistakes made in the
studied material
(errors)
Mistakes in
unstudied material
(attempts)

4. The task of the teacher - to help students to acquire
communication skills in the language
When can the teacher not
correct errors?
When he pays attention to the meaning of
the statements, as the more we focus on
what the student says

5. III. Error correction techniques.
Students – a source of information. Learning Language –
a tool with which they receive and transmit information in
an artificial situation of communication in the classroom.
Corrections must act here as a form of reminder to students
about the regulatory structures of the English language, but
in any case not as a response to critics.
We will consider one of the methods
on the example of exercise ‘answers to
the questions’

6. So do not rush to fix the error
yourself
Give the student
time to think and
give the correct
answer
If studying cannot correct
mistake independently, it is
necessary to resort to
another method – the help
of class (peer correction)

7. Example:
Training of the statement of a question in Present Indefenite.
Peter: What time you usually come back home?
Teacher: (expression of surprise)
Teacher: Can anyone help us? Yes, Kate.
Kate: What time do you usually come back home?
The teacher should ask the student who made a mistake to
repeat the correct sentence.

8. Positive aspects of the
method:
• focus on the entire class of
activity;
• the teacher can check if
students hear an error;
• educational aspects
(development of mutual
assistance and cooperation);
• good training for further
work in pairs, because in this
form of activity organization
the teacher cannot control all of
the errors in the preparation by
students answer.
The negative
aspects of the
method:
• more willing
to respond (to
ask someone
who has not
raised his hands,
since there is no
benefit if the
correct one and
the same);
• get used to this
kind of activity.

9. If you see that neither the student nor the class cannot
correct the error, then it must do you.
So, third method - teacher correction.
• can show on fingers, where each finger is a certain partial of word
(syllable), and pause in place of an error;
• repeat the whole sentence, intonation distinguishing the place errors;
• you give the correct form and ask the class to repeat the sentence.
All three methods can be used in intercommunication.
Example: The radio was invent by Popov.

10. IV. Additional methods of correction.
1. Delayed correction
Effective and will play activity. You can prepare cards with the typical errors
and cards with the correct version. Each student to distribute, for example,
three of the cards, and other categories. The problem of students - to
understand which of the cards there is an error, by pass the group and find the
guy with the right card offer.
Example: The student got the card I have pen. He is looking for a card I have
a pen.

11. 2. Group work. Observer
Positive parties of method :
- students themselves monitor the correctness of speech;
- stronger students can help the weak;
- a variant is effective, when observer writes down suggestions
errors were done in that, in native language, then reads out them and
a group translates.

12. - to correct errors or no;
- when to correct;
- that to correct;
- how to correct
A teacher must decide:

13. MISTAKE IS THE BEST TEACHER