Professional Documents
Culture Documents
- Choral
- Individual
- T S / S S;
2. Finger correction (hold on to the error finger, e.g. the third word);
3. Back chaining (student-student correction technique: If student A makes an error, elicit a
correction from student B. if she also failed to give it right, then get another student to help her. The
chain idea is that C corrects B, and only when B has got the idea does B then correct As error. A
then gives the correct answer back to you);
4. Use of board to identify error (e.g. phonetic symbols);
5. Use of realia, visual aids to clarify meaning;
6. Use of
- gestures (hand outstretched to hold the sentence you wont let the class move on
until they deal with the sentence you are holding)
- facial expressions (surprise, frown, raised eyebrows, interest, etc.)
- voice (echo sentence with changed intonation or stress: e.g. You go to a disco
yesterday?; He wanted to eat a kitchen?)
7. Use of correction cards for monitoring free speaking activities.
8. Use of questions (e.g. Was this last week? or Tense?);
9. Repeat sentence up to error;
10. Draw a timeline on the board. (adapted from Scrivener 2002: 300-301)
Most common types of errors:
a) Grammar/Structure:
a. Tense
b. Word order
c. Omission
d. Articles
e. Agreement
Alice like this school.
b) Phonology
a. Pronunciation:
I eat shocolate every day.
b. Intonation
c. Word stress
d. Sentence stress
e. Syllable omission
c) Concept/Meaning
a. Incorrect use of word collocation: After three years they made a divorce.
b. Incorrect use of structure
c. Incorrect use of function
50
Date
1. Note the types of mistakes - e.g. pronunciation, grammar, vocabulary and also the students
nationality.
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2. How was the correction achieved? - e.g. Student guided to self-correction, student to student
correction or teacher to student correction.
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3. Note when the teacher corrected e.g. on the spot or delayed, etc.
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4. Did the teacher anticipate any mistakes? e.g. pronunciation or grammar...? *When watching your
peers, make sure you see their lessons plans.
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5. Did the teacher hear mistakes?
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6. Did the teacher correct too much or too little?
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7. Was the teacher right in their correction?
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8. Did the teacher jot down mistakes?
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9. Comment on the overall success of the correction taking place.
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51
Date: ____________________
Did teacher
identify error?
or
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
OK
3
GOOD
4
5
3
4
8
9
10
52
Nos
Error
Write exact words
Type of
error
G, P, V, A
Teacher
deals
with
Stage/
Time in
lesson
Accuracy or
fluency stage
(A) (F)
How did
teacher
correct?
Who
corrected?
Correct
form said
by student
Student
feelings?
Evidence?
53
Nos
Error
Write exact words
Type of
error
G, P, V, A
Teacher
deals
with
Stage/
Time in
lesson
10
11
12
13
14
G (grammar)
P (phonology)
V (vocabulary)
A (appropriacy)
54
T (teacher)
P (peer)
S (student)
Accuracy or
fluency stage
(A) (F)
How did
teacher
correct?
Who
corrected?
Correct
form said
by student
Student
feelings?
Evidence?