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Correcting MISTAKES, ESL
The document discusses different types of errors students can make and strategies for correcting them. It defines a slip as a mistake due to lack of attention, a mistake as needing extra guidance, and an error as not knowing the concept. It then discusses aims of oral correction, written correction techniques, and codes for correcting errors. It concludes that students learn from their mistakes.
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Correcting MISTAKES, ESL
- 1. CORRECTION SLIP, MISTAKE,ERROR by Claudete Mello,2008
- 2.
- 3. SLIP The learnerknows how to do, but due to distraction – lack of attention, or focus, production results do not correspond to standards. Ex. She don’t eat meat for lunch. (comparing to other exercises, by sampling, the instructor identifies the nature of the deviation). Usually spelling, agreement...
- 4. MISTAKE I to eat apples for lunch. The student thinks he knows, but he needs extra guidance. Usually tenses, structures...
- 5. ERROR I eat sleeves for lunch. The learner does not know. The coach must go over the subject completely. Usually lack of vocabulary, “guessing”, etc...
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- 7. ORAL CORRECTION Whatare the aims of the task? ACCURACY FLUENCY
- 8. Written Correction GoalsTechniques Correction keys Essays correction
- 9. Oral/Written Correction Newmistakes = good sign, Ss exploring new vocabulary. Same old ones? = oops! Since = points in time For = periods of time I’ve lived in SP for six years I’ve lived in SP since six years Not the same as in P, revise prep Depends on Depends of Notes Correction Mistake
- 10. CORRECTING CODES Pleaserewrite ! punctuation P Incomprehensible ? Tense T Missing word(s) ^ Choice of lexis L New paragraph needed // Word order Wo Portuguese interference P Spelling Sp preposition Pr Grammar Gr
- 11. Oral Correction Collecta selection of their errors, write on a board and ask Ss to correct them. ( Post-activity )
- 12. Oral correction Onthe spot correction Students appreciate instant correction? Once again – what is the GOAL of the task?
- 13. CONCLUSION YOULEARN FROM YOUR MISTAKES
Editor's Notes
- #2 It’s always tricky to know when and if correct
- #7 Are you working on accuracy or fluency? For a class discussion fluency would be appropriate – students expressing themselves and thinking on their feet. However, in a role play you may want to encourage accuracy. AIMS
- #8 ACCURACY, PLANNED ACTIVITY AS A ROLE PLAY // FLUENCY = CLASS DISCUSSION, DEBATE – SELF CORRECTION : give Ss a chance to correct themselves
- #11 FEEDBACK ON WRITTEN PRODUCTION: A DISCUSSION, codes or a set of symbols are quite often used to provide adult students with feedback on their written production. ; advantages and drawbacks / INVOLVE STUDENTS IN THE PREPARATION OF CODE / DRAFT – REDRAFT / SECOND DRAFT – TEACHER add some kind of written comment