Correction techniques
Berlitz
index
Types of mistakes
The Role of Corrections
Correction techniques
The correction hierarchy
Corrections Practice
Types of mistakes
The type or category of mistake is one factor that leads to selecting whether and how to correct the error.
E.g. a word order mistake can be corrected using a gesture while a verb pattern mistake may need a verbal prompt.
Types of mistakes
Countable / Uncountable
Verb pattern
Word order
Agreement
Tense
S: Yes, my mother goes to the bank yesterday
S: Teacher, I have a cat black.
I: Do you like to play soccer? S: Yes, I am.
I have took the keys of the car
I have much friends.
The role of corrections in class
Students need to be corrected but they don't need to be interrupted every two words.
1. Be patient. 2. Be positive. 3. Praise
2. The students’ sense of well being is one of the most critical factors influencing whether they learn or not. Getting the right tone and attitude in correcting students influences the success of the whole lesson.
1. Errors are often evidence that the student is learning and an opportunity to develop language skills, not something to be embarrassed about. Instilling this attitude in your students will be key in helping them learn.
3. Acknowledge the students’ invested energy and success! If the student has succeeded in a challenging correction, give them feedback recognizing their achievement.
Correction techniques
These are some non-verbal techniques we can use to elicit self-correction.
Hold up your hand and encourage the student to repeat the sentence counting off on your fingers to the point where the error is.
Use 1 or 2 hands to indicate swapping positions. This will let your student know they need to change the word order of the sentence.
Point your thumb back over your shoulder to indicate the student should use the past tense.
Draw an “s” in the air with your index finger to indicate the student needs to correctly conjugate the verb in the 3rd person singular of the present simple.
Point both index fingers at the desk in front of you to indicate the student should use the present.
correction steps
*These steps are not optional
Self-correction
Instructor Correction
Peer-correction
Excuse me! / I’m sorry! / … (just to call their attention). You may want to use one of these verbal techniques to correct students along with gestures. -Repeat the answer up to the mistake, but not the mistake itself
-Repeat the question emphasizing on the language to be corrected -Give similar examples…
a) The teacher gives the answer. b) Repeat Chorally. * Optional: The 1st student repeats the corrected statement.
a) Another student gives the correct answer.
b) The 1st student repeats the corrected statement
Pronunciation mistakes: SAY "Pronunciation!" and repeat the answer up to the mispronounced word.
The correction hierarchy
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
1. Ask: Does your brother have a car?
1. Answer: Yes, he have a car.
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
2. Ask: Are you listening to me?
2. Answer: Yes, I’m listen you.
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
3. Answer: No, I can’t to swim.
3. Ask: Can you swim?
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
4. Ask: Did you go to the bank yesterday?
4. Answer: Yes, I go to the bank yesterday
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
5. Answer: Yes, I are.
5. Ask: Are you a student?
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
6. Student: Do you must go to the bank?
6. Instructor: Ask me if I must go to the bank.
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
7. Ask: Where is London?
7. Answer: London is in Paris.
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
8. Ask: How many books are there on the table?
8. Answer: Are four.
THANK YOU
Berlitz
Corrections
Correction Techniques (module 5)
Esteban Osias
Created on November 10, 2022
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Transcript
Correction techniques
Berlitz
index
Types of mistakes
The Role of Corrections
Correction techniques
The correction hierarchy
Corrections Practice
Types of mistakes
The type or category of mistake is one factor that leads to selecting whether and how to correct the error. E.g. a word order mistake can be corrected using a gesture while a verb pattern mistake may need a verbal prompt.
Types of mistakes
Countable / Uncountable
Verb pattern
Word order
Agreement
Tense
S: Yes, my mother goes to the bank yesterday
S: Teacher, I have a cat black.
I: Do you like to play soccer? S: Yes, I am.
I have took the keys of the car
I have much friends.
The role of corrections in class
Students need to be corrected but they don't need to be interrupted every two words.
1. Be patient. 2. Be positive. 3. Praise
2. The students’ sense of well being is one of the most critical factors influencing whether they learn or not. Getting the right tone and attitude in correcting students influences the success of the whole lesson.
1. Errors are often evidence that the student is learning and an opportunity to develop language skills, not something to be embarrassed about. Instilling this attitude in your students will be key in helping them learn.
3. Acknowledge the students’ invested energy and success! If the student has succeeded in a challenging correction, give them feedback recognizing their achievement.
Correction techniques
These are some non-verbal techniques we can use to elicit self-correction.
Hold up your hand and encourage the student to repeat the sentence counting off on your fingers to the point where the error is.
Use 1 or 2 hands to indicate swapping positions. This will let your student know they need to change the word order of the sentence.
Point your thumb back over your shoulder to indicate the student should use the past tense.
Draw an “s” in the air with your index finger to indicate the student needs to correctly conjugate the verb in the 3rd person singular of the present simple.
Point both index fingers at the desk in front of you to indicate the student should use the present.
correction steps
*These steps are not optional
Self-correction
Instructor Correction
Peer-correction
Excuse me! / I’m sorry! / … (just to call their attention). You may want to use one of these verbal techniques to correct students along with gestures. -Repeat the answer up to the mistake, but not the mistake itself -Repeat the question emphasizing on the language to be corrected -Give similar examples…
a) The teacher gives the answer. b) Repeat Chorally. * Optional: The 1st student repeats the corrected statement.
a) Another student gives the correct answer. b) The 1st student repeats the corrected statement
Pronunciation mistakes: SAY "Pronunciation!" and repeat the answer up to the mispronounced word.
The correction hierarchy
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
1. Ask: Does your brother have a car?
1. Answer: Yes, he have a car.
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
2. Ask: Are you listening to me?
2. Answer: Yes, I’m listen you.
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
3. Answer: No, I can’t to swim.
3. Ask: Can you swim?
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
4. Ask: Did you go to the bank yesterday?
4. Answer: Yes, I go to the bank yesterday
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
5. Answer: Yes, I are.
5. Ask: Are you a student?
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
6. Student: Do you must go to the bank?
6. Instructor: Ask me if I must go to the bank.
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
7. Ask: Where is London?
7. Answer: London is in Paris.
corrections practice
Role play: Listen to the trainer's examples and then invert roles.
Instructor
Student
8. Ask: How many books are there on the table?
8. Answer: Are four.
THANK YOU
Berlitz
Corrections