My session on working with errors from the 2017 ACEIA conference in Sevilla. There are some errors in slides on purpose - it can be a way to engage learners and focus them on what you put on the board

1. Dealling whith
Misteaks
@TeresaBestwick
viewsfromthewhiteboard.edublogs.org
training@activelanguage.net

2. In today’s session…
• When should we error-correct?
• How can we error-correct?
• What can we do to pre-empt learners’ errors?
If you spot an error on a slide (and *there’s not got an asterisk before), shout out,
“Spot the mistake!” and you win a sweetie 

3. The scene of a terrible mistake…

4. When do we error-correct?
1.*I go to the beach yesterday and then watch a football match.
2.*At the weekend, I go to the beach and then I’m going to a football match.
3.*My brother play football every Wednesday.
4.*My brother plays football in Wednesday.
5.*My sister and his boyfriend came to my house for dinner.
6.*Dave likes animals and your favourite animal is a rabbit.

5. For a more detailed flowerchart, check out Robin Walker’s
Make no mistake!
https://englishglobalcom.files.wordpress.com/2014/05/mak
e-no-mistake.pdf

6. How do we error-correct?
Who corrects: the teacher, the learner or peers?
On-the-spot (hot) or delayed (cold) correction?

7. The teacher as fountain of all knowlege
On-the-spot
No, it’s…
recasts / reformulations / TEFLese
Delayed
error-correction notes
it’s what you’re paid to do
you provide the “perfect” model
learners expect you to corect
it’s quick

8. The learners as explorers
On-the-spot
tools of minimal interference
peer-correction through clarifacation
Delayed
with EC notes
boarding errors in WGFB
as a follow-up lesson
compiling answers
Las Vegas Grammar
can increase likelihood of assimilation
can boost confidence
involves learners more in the process
takes pressure off the teacher

9. The learners as explorers
tools of minimal interference
a quizzical look
a small hand gesture
a single, questioning word (Preposition?)
a visual aid
peer-correction through clarification
“Sorry, do you mean…?”
“What do you mean by…?”
“Did you mean to say...?”
“You meant..., right?”
7 typical Spanish-speaking learner
slips
1. I play football last Saturday.
2. I study Biology. (pronounced /bi: l d i/ˈɑ ə ʒ )
3. My sister has 32 years old.
4. I have a picnic in the beach.
5. I live in San Fernando since 2006.
6. She live in the house next door.
7. I like football why it’s fun.
As a teacher, remember to
respond to content first


10. If you’re interested in the
Trinity Diploma in TESOL, feel
free to chat afterwards 

11. What does
Superman do?
Thanks to Matthew Noble for this idea
Follow him on Twitter: @tesolmatthew

12. Compiling answers
These were your answers to the question on Monday. Which is/are correct?
1. I buyed a new game at the weekend.
2. I bout a new game at the weekend.
3. I bought a new game at the weekend.
4. I buyght a new game at the weekend.
5. I bort a new game at the weekend.
6. I bougth a new game at the weekend.
Thanks to Steve O for sharing this idea
Follow his blog: http://tefldust.blogspot.com.es/

13. Las Vegas Grammer
1.*I’m really interested on the history of Ancient Greece.
2.*My friend is keen on home-brewing.
3.*I’m obsessed with “Game of Thrones”. (#nospoilers)
4.*I’m really looking forward to go to a gig this weekend.
5.*I worry for the state of world politics.

14. Ideas for correcting written work
Use jing to send oral feedback on learners’ written work
Learners create error correction journals – they can then refer back to them for future
written tasks
Learners correct and copy a final product

16. Hello friend,
I have received your letter about find a job and, if I were you, I would get a
job in a café instead of a shop for the following reason.
Firstly, in cafés the atmosfer is more sociable than in a shop because most
people who goes to a café want to just relax and so they are happy. So you
can talk to them easy and even make friends with them.
Secondly, you can work in the café in the night. After study hard at college,
you can relax in the café and win money.
OK, that is my advice for you, let me know what do you decide to do.
Looking forward to hearing from you,
Teresa

17. Increasing our awareness of typical learner errors
Use your learners as a sauce of research
Ask your colleagues
Check out Learner English
Search online “top 5 mistakes Spanish speakers make”

18. How can we reduce errors?
How often do you use a microwave?
Do you prefer sweet or savoury snacks?
Who does most of the cooking in your house?

19. How can we reduce errors?
How often do you use a microwave?
Do you prefer sweet or savoury snacks? popcorn, crisps, fruit
Who does most of the cooking in your house?

20. Practise makes perfect
1.What did you do at the weekend?
2.Talk about your hobbies. (Remember to use at at least three of the
adjective+preposition phrases, e.g. obsessed with)
3.How long have you lived here and what do you like about the city?
4.What would you do if you won the lottery?

21. Practise makes perfect
1.What did you do at the weekend?
2.Talk about your hobbies. (Remember to use at least three of the adjective+preposition
phrases, e.g. obsessed with)
3.How long have you lived here and what do you like about the city?
4.What would you do if you won the lottery?
Name Question Answer

22. Practice makes perfect
I’m ... on History.
keen
obsessed
excited
terrible
looking forward
worried
mad
interested
good
about
at
in
on
to
with

23. Further references:
Robin Walker’s Make no mistake!
https://englishglobalcom.files.wordpress.com/2014/05/make-no-mistake.pdf
Adrian Underhill on Demand High
https://demandhighelt.wordpress.com/2012/12/19/demanding-higher-in-a-conversation-class/
English with Nikki: El error más común
https://www.youtube.com/watch?v=IlhZ3NN8AAc
Learner English: A teacher’s guide to interference and other problems
Edited by Michael Swan and Bernard Smith, Cambridge (1987)
@TeresaBestwick
viewsfromthewhiteboard.edublogs.org
training@activelanguage.net