Approaches to teaching language systems for communication

Lesson 17. Error correction techniques

Module:	APPROACHES TO TEACHING LANGUAGE SYSTEMS FOR COMMUNICATION
Topic:	Error correction techniques
Time:	80 minutes
Aim: Material: Aids:	to raise students’ awareness of error correction to develop practical understanding of key terms to encourage students to analyse error correction techniques Textbook: Edge Julian “Mistakes and correction”, London (1997) Charts, laptop with speakers, handouts: illustration of stress patterns and rhythmic pattern

Handout 1. Types of errors :
Errors are evidence of student development and are made for a variety of reasons. They are something we, as teachers, have to deal with on a regular basis. To do this effectively, it helps to have a clear understanding of why errors might be made and what can be done with them.
If a student makes a slip, they have the requisite knowledge, e.g. that in the third person present simple, we add –s or –es, but do not produce the item correctly. In this case, they are likely to be able to self-correct quickly. Errors can also provide evidence of students’ systems – if a student produces the same error consistently, it is systematic. Students may also make attempts to say something that they have not learnt how to say, and not quite manage. This provides information about what they are ready for – what they can do and what gaps there are in their knowledge.

From the teacher’s point of view, some errors are covert i.e. students produce something correct but it wasn’t what they wanted to say and this isn’t obvious to the teacher, while some are overt, i.e. obvious.

Errors can be caused by incorrect L1 transfer. However, it is worth remembering that transfer can often also be positive. Errors can also be intra-lingual, developmental and systematic. These refer to students’ current awareness of the language and can be a result of over-generalisation or incomplete application of rules. They could also be a result of mis-teaching, where there is lack of clarity, or over-teaching, where some language feature, e.g. –ing, gets stuck in their head!