This document discusses mistakes and errors in language learning and techniques for correcting them. It defines a mistake as a temporary error caused by factors like tiredness, while an error occurs due to incomplete knowledge. It notes that students want correction to improve. Various types of errors in writing and speaking are listed, along with common causes. Techniques for correcting written errors include peer review and collective practice of common mistakes. For spoken errors, techniques involve prompting self-correction through intonation and clues or expansion on partial answers before direct teacher correction. An effective correction system should be clear and shared with students.

1. Eman Mohamed Abdel Kader

2. A mistake
A mistake is a “slip of tongue’’.
Learner knows the correct form but
has temporarily forgotten it.
Tired
Not concentrating
Carelessness
•
Eman Mohamed Abdel Kader

3.  An error is made when a learner does not
know that he is incorrect.
 Learners knowledge is not complete and is
still developing.
Eman Mohamed Abdel Kader

4. Eman Mohamed Abdel Kader

5.  Students wants to be understood.
 Students expect to be corrected by the
teacher.
 Students want to improve and feel confident.
 Students don’t know they are making
mistakes.
Eman Mohamed Abdel Kader

6. causesWriting errorscausesSpeaking errors
Spelling errorspronunciation
grammar errorsgrammar
Vocabulary
errors
vocabulary
punctuationWord order
Eman Mohamed Abdel Kader

7. Writing
Errors
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8.  L1 interference
 Overgeneralization of rules from L2
 Teacher or material induced
Eman Mohamed Abdel Kader

9. 1- Teachers shows student that there is a
mistake.(Show incorrectness)
2- If the student can not correct him/her self,
the teacher helps by using alternative techniques
Eman Mohamed Abdel Kader

10.  Comprehensibility )understanding)
 Frequency
 lesson focus
 Learner’s (age,level,sensitivity )
Eman Mohamed Abdel Kader

11. It depends on the kind of activity and its aim.
1-Immediately in accuracy activities.
2-Delayed in fluency activities.
Eman Mohamed Abdel Kader

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14. Eman Mohamed Abdel Kader

15.  Thinking about his use of language
 Remembering how to avoid the error
Keeping all the class involved
Learning from each other
Reducing teacher domination
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16. Facial Expressions
gestures visual
reminders
a question repeating
Hintingechoing
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17. 1- Questions intonations and clues
2- Self correction
3- Peer correction
4- Expansion
5- Drilling correct forms
Eman Mohamed Abdel Kader

18. Drilling correct forms:
 addressing an error made by many students
 not drawing attention to the student who
made the error
Expansion:
Expands on an incomplete or partially correct
answer.
 Student was correct in some aspects
 Provides additional relevant information
Eman Mohamed Abdel Kader

19. Eman Mohamed Abdel Kader

20.  The system that shows the main points
teacher will be correcting as well as the
symbols he/she uses. It must be shared with
the students.
Eman Mohamed Abdel Kader

21. 1- self correction
2- Peer correction
3- Teacher correction ( correction scheme)
4- Collective correction of common mistakes
Eman Mohamed Abdel Kader

22.  Monitor students and make notes
 Classify mistakes into different categories
 Write errors on the board for students to
correct
 All students make an error notebook
Eman Mohamed Abdel Kader

23. written errorSpoken errors
1-Correction scheme1-Questions intonations and
clues
2-Peer correction2-Self correction
3-Teacher correction3-Peer correction
4-Collective correction of
common mistakes
4-Expansion
5-Drilling correct forms
Techniques for Correcting
Eman Mohamed Abdel Kader

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