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Evaluate the following techniques and decide which would be appropriate for your teaching situation. Underline inappropriate language in a piece of writing using a specific colour. Using a different colour from above, underline examples of appropriate language. Correct errors by writing the correct forms in their place.
Keywords: speech errors, language production, methodology, phonotactics, tone, English, Cantonese 1. Introduction The scientific study of speech errors is chock-full of facts of interest to phonologists. That is, when examining sufficiently large collections of speech errors, certain phonological generalizations emerge.
- Delayed Correction
- Discreet (Real-Time) Correction
- Restated Repetition Correction
- Parting Thoughts
Some teachers seem to enjoy correcting as if it’s absolutely part of our DNA as teachers. Frankly, in a way, that’s true. Part of teaching implies correction and is something most teachers desire to do. If they don’t desire to correct, they may feel compelled to correct. Either way, perhaps many, if not most teachers are inclined to correct erring ...
If you still find it hard to delay corrections, there’s another option. This technique allows you to give instant correction but with less oomph. An example of this might be simply: Student says: Did you ate out yesterday? Teacher writes/types: Did you [ate] out yesterday > Did you [eat] yesterday [verb tense]? When I taught in a large internationa...
It isn’t uncommon for people conversing to repeat what the other person says. This is a form of listener feedback. It tells the other party that you’re attending to what’s being said. We can do the same thing with English language learners. But in this case, we simply repeat the corrected version of what they’re saying. It can be considered part of...
If at the beginning of this blog, you were a teacher inclined to give immediate-direct feedback, you have options now. Hopefully, we’ve been able to clarify the potential pitfalls of continually using this form of correction. But not only that, we’ve offered alternative ideas for error-correcting techniques. These ideas should help you and your cla...
The danger of over-correcting is that students will lose motivation and you may even destroy the flow of the class or the activity by butting in and correcting every single mistake. The other extreme is to let the conversation flow and not to correct any mistakes. There are times when this is appropriate but most students do want to have some of their mistakes corrected as it gives them a ...
- Error & Mistake : A mistake can either be a slip of tongue or a temporary deficiency in producing language. Mistakes can occur when learners are tired or when they unwillingly fail to apply grammar while speaking.
- Sources of Errors : Significant body research has been conducted to trace the sources of errors in L2 learning. This substantial body of literature points to three major sources; interlingual interference (interference of the mother tongue), intralingual (overgeneralizations), and context of learning.
- Views on Errors/Mistakes: We have now looked at the sources of errors. Now let us see how some teaching approaches/methods consider mistakes or errors.
- Error Correction Types. Self-correction: the teacher may help the student recognize his mistake/error and may also help him correct it. Peer-correction: A student may be aided by his peer in identifying and correcting his mistake/error.
Nov 13, 2023 · Pragmatic errors: Difficulties in using appropriate language functions, e.g., making inappropriate requests or failing to prov ide sufficient expla nations.
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Jan 9, 2017 · while the phonological errors were frequently repaired through the recast and explicit . ... appropriate use of the target language. ... The practice of English language teaching. London, UK: Longman.
