Error correction pp


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Error correction pp

  1. 1. Alianza Cultural Uruguay- Estados Unidos Prof. Development Session ERROR TREATMENT Teresa Alonso Feb. 2011
  2. 2. Is this the way you look at your students?
  3. 3. Do their errors drive you crazy?
  4. 4. Or maybe this is your reaction when you read their papers…
  5. 5. Do you feel like hitting them?
  6. 6. Or perhaps you threaten them with some kind of object?
  7. 7. Can’t you hide your astonishment?
  8. 8. Do you make them feel ashamed?
  9. 9. Work in small groups and share some of your feelings about your learners’ errors. <ul><li>What is your attitude towards errors? </li></ul><ul><li>Do you get angry when sts make mistakes? </li></ul><ul><li>Does your face show that feeling? </li></ul><ul><li>Do you correct directly? </li></ul><ul><li>Do you use humor? </li></ul><ul><li>Do you anticipate errors? </li></ul>
  10. 10. Study these errors and think about how you would have reacted. Would you have corrected them? How? Would you have ignored them? Why? <ul><li>1. T: What did you do last weekend? </li></ul><ul><li>S: I go to a football game. </li></ul><ul><li>2. T: How long have you studied English? </li></ul><ul><li>S: I study English since a year ago. </li></ul><ul><li>3. T: What do you do? </li></ul><ul><li>S: Actually I am working in a bank. </li></ul><ul><li>4. T: Where do you live? </li></ul><ul><li>S: I leave in Malvín. </li></ul><ul><li>5. T: What would you like to drink? </li></ul><ul><li>S: I like a coke. </li></ul>
  11. 11. Different views towards errors <ul><li>Natural Approaches </li></ul><ul><li>Cognitive Orientations </li></ul><ul><li>Shift from: </li></ul><ul><li>Methodological questions </li></ul><ul><li>Measurement questions </li></ul><ul><li>(eg: ACTFL Guidelines) </li></ul>
  12. 12. Organizing Principles <ul><li>The development of accuracy should be encouraged in PROFICIENCY ORIENTED INSTRUCTION. </li></ul><ul><li>As learners produce language, various forms of instruction and EVALUATIVE FEEDBACK can be useful in facilitating the progression of their skills toward more precise and coherent language use. </li></ul><ul><li>Instruction should be responsive to the affective as well as the cognitive needs of students , and their different personalities, preferences and learning styles should be taken into account. </li></ul><ul><li>We should make a distiction between Feedback and Correction (Michael Long) </li></ul>
  13. 13. <ul><li>“ The best kinds of exchanges are those in which there has been a communication breakdown, where the learner has received some negative input and is pushed to use alternate means to get his or her message across.” </li></ul><ul><li>M. Swain </li></ul>
  14. 14. Giving Feedback during Oral Practice Activities <ul><li>Which errors should be corrected? </li></ul><ul><li>Who should correct errors? </li></ul><ul><li>When should errors be corrected? </li></ul><ul><li>How can we correct errors? </li></ul>
  15. 15. Which errors should be corrected? <ul><li>Consider: Lesson Focus </li></ul><ul><li>Consider: Level, age and personal characteristics of the learners </li></ul><ul><li>Selection through Thinking, Planning, Observation and Active Listening </li></ul><ul><li>Distiction between Mistakes and Errors </li></ul><ul><li>Global Errors vs. Local Errors </li></ul>
  16. 16. When should errors be corrected? Criteria for error correction (Waltz) <ul><li>Comprehensibility </li></ul><ul><li>Frequency </li></ul><ul><li>Pedagogical Focus </li></ul><ul><li>Individual Student Concerns </li></ul><ul><li>Example: T: Could you tell me something about your </li></ul><ul><li>family? </li></ul><ul><li>S: Yes, I have two sister. </li></ul><ul><li>T: Really? I have two sisters too. What are your </li></ul><ul><li>sisters’ names? </li></ul>
  17. 17. How can errors be corrected? <ul><li>1. Self-correction with Teacher Helping </li></ul><ul><li>a. Pinpointing </li></ul><ul><li>b. Hinting </li></ul><ul><li>c. Providing your answer </li></ul><ul><li>d. Reformulation </li></ul><ul><li>e. Repeating </li></ul><ul><li>f. Echoing </li></ul><ul><li>g. Expression </li></ul><ul><li>h. Tools </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
  18. 18. How can errors be corrected? <ul><li>2. Peer Correction </li></ul><ul><li>a. Student monitors </li></ul><ul><li>b. Group monitors </li></ul><ul><li>3. Teacher Correction </li></ul><ul><li>a. Direct Correction </li></ul><ul><li>b. Indirect Correction </li></ul><ul><li>c. Recording mistakes </li></ul><ul><li>4. Other Settings : chatrooms, forums </li></ul><ul><li> </li></ul>
  19. 19. Final reflections <ul><li>Errors are expected when ss create with the language </li></ul><ul><li>Ss develop an Interlanguage </li></ul><ul><li>Assessment is essential. </li></ul><ul><li>Video: http:// =znswuO4goYg E.C. in Speaking - The Fun Way: Herbert Puchta (Teaching Teenagers) </li></ul>
  20. 20. &quot;Mistakes are a fact of life. It is the response to error that counts.&quot; Nikki Giovanni