JÚLIO CÉSAR FAGUNDES CELTA administrator CELTA, FTBE, TKT and CAE Certified DISAL 2011

1. JÚLIO CÉSAR FAGUNDESCELTA administratorCELTA, FTBE, TKT and CAE CertifiedDISAL 2011 ERROR CORRECTION

2. Time to remember... Have you ever had to correct a student? What happened? How did you feel? What did you expect from the student? Do you remember when you were corrected as a student? How did it feel? What did you expect from the teacher?

3. Error Correction To correct or not to correct?

4. Is it part of the teacher’s job to make sure that everything said in class is correct all the time? Error Correction

5. If there´s one, what is the type of mistake teachers should always tackle in classroom? Error Correction

6. What’s the teacher’s role in this process then? Error Correction

7. Mistakes of meaning: 1-Correct grammar but the meaning is not the desired ( How long are you here for? X How long have you been here?)2-Correct grammar but out of politeness conventions (Give me beer)

8. Mistakes of form1-When we compare what the student said with standard English.

12. What is more important then?( )Correct mistakes which affect meaning?( )correct mistakes related to form?Conclusion: - We shouldn´t rush into correction before we know what the student wants to mean.- We ought to think about politeness as well as correctness.

13. Mistakes are caused by: L1 influence and Overgeneralization

14. L1 influence • I have 17 years old. • Has many peoples in my building. • Pet-shop

15. Overgeneralization • Certificate • /səˈtɪf.ɪ.kət/ • I goed to school in the morning • If I was her, I would buy a car. • Sit on the sofa; sit on the armchair • At home, at house, etc

16. Types of mistakes: Slip Error Attempt

17. Slip • Mistakes can happen because the students are: • Tired • In a hurry • Thinking about something else • These mistakes are commonly made by native speakers

18. Error • The student thinks he knows the rule, but in fact he doesn’t know quite enough (overgeneralization).

19. Attempt • The student tries to say something which is beyond his/her level. It is a VERY CREATIVE AND BRAVE use of language!!! • It is the best the student can offer in order to communicate in L2!

20. But are mistakes evil? True or false: ( ) My students make a lot of mistakes when they speak. ( ) I always correct mistakes as soon as they are made. ( ) My students don´t like to make mistakes.

21. Life is about new perspectives! • My students make a lot of LEARNING STEPS when they speak. • I always correct LEARNING STEPS as soon as they are made. • My students don´t like to make LEARNING STEPS.

22. Error Correction Try as much as possible to correct students as follows: • Self – peer - teacher

23. What is correction? • Think of correction as a way of giving information, or feedback, to your students, just when it will support their learning.

24. Imagine this situation in a classroom: • Situation 1 • Teacher: Why are you so late? • Student: I’m sorry, my mother is take to hospital. • Teacher: No, not “is take”, she “has been taken” to hospital! Repeat: She has.... • Situation 2 • Teacher: Why are you so late? • Student: I’m sorry, my mother is take to hospital. • Teacher: I´m sorry to hear that!

25. Cutting edge techniques to correct pronunciation

26. What happened in the video? • Did the teacher use any technique to help the student? • Did he respond according to what she expected? • What was her reaction then? • Do you think teaching sound before the written form can help students? Why? Would you have done anything differently if you were in her shoes?

27. Correction techniques HO1 • Finger correction • Prompt • Peer checking • CCQ • Gesture • Use of phonetic table

28. Finger correction • I go to the work at 8:00. • My (does)wife not study English .

29. CCQ • You formulate questions that lead the student to the core of his mistake. • E.g..: I will travel to Santos Tomorrow. • CCQ1: Did you decide to travel now? • CCQ2: Is it an intention or an arrangement (an organised plan)? • CCQ3: Is it ok to use will for organised plans? • CCQ4: What can you say instead of will?

30. Phonetic Chart • Very effective for pronunciation correction. • Eg.: • Certificate /kət/ • Course /ɔːs/

31. Lesson plan stages and correction techniques

32. Lesson stages • Presentation (target language) • Practice (semi and controlled) • Production (freer practice)

33. Student makes target language mistake during the presentation stage: • Gently try to prompt her towards the answer and/or encourage peers to help. Only if you have to; give the answer. • Student makes a non-target language mistake during the presentation stage: • These can usually be ignored, but it is part of what you are eliciting to put on the board you need the student or her peers to correct it first.

34. Student makes a target language mistake during controlled practice stage: • Gently try to prompt her towards the answer and/or encourage peers to help. Only if you have to; give the answer. • Student makes a non-target language mistake during the presentation stage: • These can usually be ignored. However, if it makes it very difficult to understand the message or it could make the speaker sound ridiculous it should dealt with.

35. Student makes a target language mistake during freer practice stage: • The student should either quickly be made aware of it and be encouraged to self-correct or you should make a note of it and deal with it at the first convenient pause in the activity or afterwards. • Student makes a non-target language mistake during freer practice stage: • If you think your student is at a stage in her learning where she can grasp the language point and it is “useful” language, make a note of it and later put it on the board or OHP transparency for the students to correct. If they can`t, you should prompt them towards the right form.

36. THANKS! julio.teacher@yahoo.co.uk