PP_on_error correction-UGF with audio

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Strategies for explicit error correction with teaching EFL - When? How? Why?


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Error Correction strategies:

Error Correction strategies BCELT

Which errors warrant explicit correction? How do you decide?:

Which errors warrant explicit correction? How do you decide? 1) The objective of the activity stresses accuracy rather than fluency. 2) The student or his peers probably have sufficient knowledge to self-correct. 3) The error merits the time for its correction: common and significant.

Some types of errors::

Some types of errors: 1) Vocabulary : The students is using the wrong word or phrase: In the plaza, we have a big watch. 2) Pronunciation or phonology : The individual phonemes, the intonation, or stress are wrong: I like it ber , ber much. / bɛər / 3) Register or appropriacy : The formality or setting of the word is wrong: I say to my boss, “No problem, man.”

Some ways to indicate errors:

Some ways to indicate errors Recast : the teacher restates the sentence correctly. This is the most common but least effective way. Student: I no go to park yesterday. Teacher: You didn’t go to the park. Where did you go? Student: I went to zoo. What problems can you see with recasts?

Lysert & Ranta’s error correction sequence:

Lysert & Ranta’s error correction sequence Note that a recast does not include learner uptake

Other techniques:

Other techniques 1) Repeat the error with a rising tone: Student: I no go to park yesterday. Teacher: No go? Student: I didn’t went, no, I didn’t go to park.

Another technique:

Another technique Repeat the sentence up to the error: Student: I got this book because it was very sheep. / ʃip / Teacher: It was very …? Student: Cheap. The book was very cheap. / tʃip /

Another technique:

Another technique Use a gesture or facial expression: Student: My brother live in Hong Kong. The teacher draws an “S” in the air. Student: My brother lives in Hong Kong.

Another technique:

Another technique Explain the mistake and give the answer. Student: My sister is 60. Teacher: No, you mean 1-6, sixteen, the accent is on the second syllable / sɪks tin /. How old is your sister? Student: She’s 16.

Video demonstration:

Video demonstration The short video posted above shows the 5 techniques just described: Recast Highlighted error as question Repeated statement up to the error Gesture Explanation or “ metalanguage ” approach

More techniques:

More techniques Use a timeline. Use a phonemic chart. Write the problem on the board and correct it as a group. Use the finger correction method for missing words or syllables. Use your teaching judgment to decide what technique will work best.

A Good 5-Step Method for Explicit Correction:

A Good 5-Step Method for Explicit Correction 1) Indicate the error using one of the previous methods. 2) Give the student the opportunity to self-correct. 3) If not, give peers the opportunity to correct. 4) If not, the teacher provides the correction. 5) Finally, the student repeats the original statement correctly.


Remember! Not every error needs immediate, explicit correction. Use these techniques only when they help students notice a target structure, support the lesson’s objectives, and when students have a good chance of self-correcting.

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