ERROR CORRECTION

WHY - WHEN - HOW

“Teachers can divide mistakes into three broad categories -slips- (that is mistakes which students
can correct themselves once the mistakes have been pointed out to them) -errors- (mistakes
which they cannot correct themselves-and which therefore need explanation), and -attempts-
(that is when a student tries to say something but does not yet know the correct way of saying it )

Why should teachers correct students?

Because students expect it
To help students self respond
To help students overcome language barriers
To improve pronunciation

When do teachers correct?

During presentation and controlled practice (group or pair work)
[remember or internalized]
At the end of oral fluency activities, to:
1. avoid interrupting the flow of conversation,
2. allow entire class to benefit,
3. avoid embarrassing the students (pointing out)
When an inaccuracy is preventing communication
When a student in advance level, is making a basic mistake (content
already studied) or (current target language/structure)

How do teachers correct students?

Indicate inaccuracy
Give students who made it, the opportunity to correct.
Give peer opportunity to correct
Teacher gives hints or clues to how to correct and identifies it's own
mistake
Teacher corrects the inaccuracy
Teacher decides if it is a mistake or an error and therefore, what to do
with it
1. If it's a mistake the Teacher usually does a comprehension check
and/or reinforce to be sure students know and can use the target
language point
2. If it's an error the Teacher must decide whether to teach the
language point in the moment or saved it for another lesson

EDE625 • nancy.salinas@udb.edu.sv
ERROR CORRECTION
Extra considerations

There are some situations where we might prefer not to correct a learner's mistake:
in fluency work, for example, when the learner is in mid-speech, and to correct would
disturb and discourage more than help. But there are other situations when
correction is likely to be helpful.

Correcting mistakes in oral work

Techniques are important

Oral corrections are usually provided directly by the teacher; but they may also be elicited from the
learner who made the mistake in the first place, or by another member of the class.
Corrections may or may not include a clarification of why the mistake was made, and may or may not
require re-production of the acceptable form by the learner.

How should the correction be expressed?

At least as important as what the correction consists of is how it is expressed: gently or assertively,
supportively or as a condemnation, tactfully or rudely. On the whole, of course, we should go for
encouraging, tactful correction; but it is less easy to generalize about gently/assertively: some
learner populations respond better to the one, some to the other. In general, in fact, learner
responses to different expressions of feedback are often surprising: a teacher correction that
seems.to an observer a humiliating 'put-down' may not be perceived as such by the learner to
whom it was addressed; or an apparently gentle, tactful one may give offence. A good deal of
teacher sensitivity is needed here.

EDE625 • nancy.salinas@udb.edu.sv
ERROR CORRECTION
Extra considerations

Learners' written work includes not only written compositions,

but also assignments on grammar or vocabulary, answers to
comprehension questions, tests and so on; and teachers are
expected, as part of their job, to respond to such work,
providing appropriate (written) feedback.

Correcting mistakes in written work

Using symbols
use correction codes which can be written either above the mistake or
on the margins. They make correcting neater and more organized and
might be less intimidating than random comments.

W = Wrong Word
WF = Word Form
VF = Verb Form
SP = Spelling
P = Punctuation
WO = Word Order
\?/ = A missing word

Marking criteria (rubrics/checklists)

establish clear, fair and unambiguous marking criteria, especially if you need the grade as part of the continuous
assessment. They make your marking fairer and much quicker. It is also easy for students to see which areas they
did well on, and which they need to still improve.

Peer correction
This can be done as part of the writing process (i.e. after the first draft).
Peer correction raises group cohesion, encourages monitoring others and
thus helps improve self–monitoring.
To build a positive vibe around peer correction, try first encouraging the
students to give only positive comments, slowly easing them into the idea
of correcting their partner’s mistakes.

Balance
Write as many positive comments as areas of improvement in the text.
React to the content of their work whenever possible, so that the student
knows I appreciate their effort and care about what they wrote. Use green
and red. Use green to tick or underline the parts which are correct,
particularly impressive or simply interesting. Use red for mistakes.

EDE625 • nancy.salinas@udb.edu.sv
ERROR CORRECTION
Some techniques

Showing incorrectness
Repeating ask the students to repeat what they have said, perhaps by
saying - again?- which, coupled with intonation and expression, will
indicate that something is not clear.
Echoing this can be a precise way of pin - pointing an error. We repeat
what the student has said emphasizing the part of the utterance that was
wrong, e.g. - Flight 309 GO to Paris?- (said with a questioning intonation)
Statement and question simply say: “That’s not quite right”, or “Does
everybody think that’s correct?” to indicate that something has not quite
worked.

Expressions when we know our class well, a simple facial expression or a gesture may
be enough to indicate that something does not quite work.
Hinting a quick way of helping students to activate rules they already know. (but which
they have temporarily “disobeyed”) is to give a quiet hint. We might just say the word
“tense” to make them think that perhaps they should have used the past simple rather
than the present perfect.
Reformulation repeat what the student has said correctly, reformulating the sentence,
but without making a big issue of it. for example:

St: I would not have arrived late if I heard the alarm clock.
T: If I have heard...
St:... If I have hear the alarm clock.

Getting it right
Sometimes even with the techniques above, students do not know or understand what the problem is because
we’re dealing with an error or an attempt that is beyond students’ knowledge or capability.

if the student is unable to correct herself, or respond to reformulation, teachers need to focus
on the correct version in more detail.
Say the correct version emphasizing the part where there is a problem.
If necessary say the sentence correctly and explain grammar or vocabulary.
Ask students to correct each other - by saying ... “Can you help Cristian with...”
(this works in classrooms where there’s a genuinely cooperative atmosphere). Teachers need
to be exceptionally sensitive here, only encouraging the technique where it does not
undermine students.

Feedback during fluency work?...

Our tolerance of error in fluency sessions will be much greater than it is during more
controlled stages. Nevertheless, there are times when we may wish to intervene
during fluency activities, just as there are ways we can respond to students once
such activities are over.
Just remember to make a gentle correction or record mistakes to provide feedback
later.

EDE625 • nancy.salinas@udb.edu.sv