Basics of teaching speakingto a2 level learners plan: introduction main part

Self-correction: 
After the student recognizes what is incorrect in his/her response, s/he 
should be able to correct him/herself. Selfcorrection is the best technique, because 
the student will remember it better.
Peer correction: 
If the student cannot correct him/herself the teacher can encourage other students 
to supply correction. This technique is to be applied tactfully, so that the student 
who originally made the mistake will not feel humiliated. In the case of errors, it is 
useful if after peer correction the teacher goes back to the student who made the 
error and gets him/her to say it correctly. Edge mentions the following advantages 
of peer correction:
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It encourages cooperation, students get used to the idea that they can learn from 
each other
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Both learners (who made the error and who corrects) are involved in listening to 
and thinking about the language - The teacher gets a lot of important information 
about the learners‘ ability - if students learn to practice peer correction without 
hurting each other‘s feelings, they will do the same in pair-work activities. 
However, it may happen that whenever the teacher asks for peer correction from 

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the whole class, it is always the same students who answer. In this case the 
teacher has to make sure that other students are involved as well.
Teacher correction: 
If no one can correct, the teacher must realise that the point has not yet been 
learnt properly. In that case the teacher can re-explain the problematic item of 
language, especially if the teacher sees that the majority of the class has the same 
problem. There might be more repetition and practice necessary. We must not 
forget that the main aim of correction is to facilitate the students to learn the new 
language item correctly. That is why it is important that after correction the teacher 
has to ask the student who originally made the error or mistake to give the correct 
response.
When a teacher decides to correct an error, there are many ways or strategies 
he or she could adopt to do the correction. For the types of error correction, 
different classifications can be found in the field of SLA research by numerous 
researchers. Chaudron divides the types of feedback into nine kind kinds, of which 
the first seven are negative feedback and the last two are positive feedback: (1) fact 
of error feedback, (2) location of error feedback, (3) error type feedback, (4) 
correct form model feedback, (5) remedy feedback, (6) chance for new attempt 
feedback, (7) blame feedback, (8) improvement feedback, (9) praise feedback.
Schachter
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concludes the strategies of error correction:
(1) explicit correction, (2) implicit correction, (3) confirmation check and 
clarification requests, (4) indication of non-comprehension.
Doughty (1994) claims negative feedback types are:
(1) clarification request, (2) repetition, (3) recast, (4) expansion, (5) translation, (6) 
teacher English I will introduce four strategies of error correction. Explicit 
Correction refers to the explicit provision of the classroom. As the teacher provides 
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the correct form, he or she clearly indicates that what the student had said was 
correct.
 
T: What did you have for breakfast this morning?
S: I have a glass of milk, an egg and some bread.
T: Oh, you should say: ―I had a glass of milk...‖ Read after me, please.
S: Oh, sorry. I had a glass of milk, an egg and some bread.
T: That‘s right.
Implicit Correction
Requests indicate to the students either that their utterance has been 
misunderstood by the teacher or that the utterance is ill-formed in some way and 
that a repetition or a reformulation is required. A clarification request includes 
phrases such as ―pardon me ...‖ It may also include a repetition of the errors in 
―What do you mean by...?‖
T: What is your mother?
S: My mother is Mrs. Wang.
T: What does your mother do?
S: She is a teacher.
T: Now I ask you the same question. What is your mother?
S: She is a teacher.
T: Good job.
A teacher can‘t correct the errors directly all the time.Teacher can lead the 
students to correct errors by themselves.We can help students find their errors and 
the causes by themselves.
S: I go to a concert last weekend.

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T: I go to ... 
↗
? Last weekend...
↗
? Go...
↗
?
S: Sorry, I went to a concert last weekend.
T: That‘s right.You are a cleaver boy.
Correction by Group
As we know, classmates study together every day. So, let their classmates 
point out the errors when a student occurs an error. The student receives the 
correction easier than that the teacher points out his error.
S1: We came here by the train?
T: (Ask whole students) By the train?
Whole S: No, by train.
S1: Sorry, we came here by train.
T: Good job. Various correction techniques used in ESL classrooms have been 
identified in previous studies. While some forms of correction are explicitly 
provided by the teacher, others aim to actively involve the learners in the process 
of identifying and correcting their own errors; the latter approach produces more 
positive results.
Elicitation
is a correction technique whose aim is to engage the learners in 
identifying and correcting their own errors. Lyster and Ranta described elicitation 
as the most effective way of addressing learners‘ errors because it involves the 
learner in the correction process, which in turn leads to the most amount of uptake. 
Correspondingly, Bartran and Walton add that elicitation is very effective because 
having learners do the correcting themselves helps them feel more motivated, 
independent, and cooperative. These two researchers also described a type of 
elicitation, 
peer correction
, whereby learners are encouraged to help each other 
identify errors and correct them. The effect of peer correction is similar to that of 
elicitation, as it is a way of getting second language learners to negotiate meaning. 
Peer correction is a form of positive automatic correction that results form the 

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interlocutor‘s inability to comprehend an utterance; the speaker is then forced to 
make an effort to correct his or her previous utterance in order to get his or her 
idea(s) across. 
More explicit forms of correction have also been identified. For example, 
Schachter claims that some ESL teachers rely on the use of the interrogative word 
‗What?‘ as a correction technique. By asking ‗What?‘, the teacher explicitly 
indicates to the learner that his or her previous utterance was not clear and that it 
needs repair. According to Schachter , however, this technique is not very effective 
because teachers also use ‗What?‘ ―to register shock, surprise, or even 
disagreement with regard to the last utterance‖ . The problem relies on the fact that 
teachers use ‗What?‘ for communicative purposes, not merely to correct errors, 
and students are often confused as to the teacher‘s intent (i.e., it is ambiguous). A 
similar technique identified by Lyster and Ranta is the use of 
clarification 
requests
. According to them, this technique is a clear way to indicate to the learner 
that there is a problem with his or her utterance, and that it needs to be 
reformulated. 
Another technique recognized in handling errors produced in SLA is 
overt 
or
explicit correction
, defined by Lyster and Ranta as explicitly providing the 
learner with the correct form. These researchers argued that overt correction is one 
of the least ambiguous forms of correction; yet, in their study, this technique did 
not show to be very effective. Bartram and Walton observed that although explicit 
correction is frequently used in communicative activities, it interrupts the learner‘s 
intent to communicate, makes the learner feel uncomfortable, and inhibits his or 
her willingness to communicate in the target language.

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