Second edition

prep


good sentence or expression
Ask me (I don't understand)
preposition
verb tense


ag


agreement


211


Module 3


We can correct students' written work using other techniques. For example:

• 
  Tea eh e r cor reel ion .The teach e г со r re et s t h e I e a rn e r$' m i s ta к es by writing the со r rect word(s) on the learners' work.
  

9 Peer correction. The learners read each other's written work, in a draft or final version and give feedback. Learners can also correct each other's work or discuss possible corrections with each other.
@ Self-correction. The learners, usually with the help of a guidance sheet on what types of mistakes to look for, find and correct mistakes in their own work. This is helpful for developing learner autonomy and for helping learners develop the ability to edit and re-draft their own work. It is an important technique for examinations.
© Ignoring the mistake. As in 9 above, sometimes we choose to ignore mistakes that learners make in their written work.
When using a correction code or marking students' written work, we rarely correct all the mistakes that students make because correcting all of them can be demotivating and confusing for students. We correct mistakes which are the focus of the piece of work and mistakes winch we do not expect stride fits of this level to make {e.g. structures and lexis they are already very familiar with).
m Key concepts and the language teaching classroom
Read these tips and tick the ones which are most Important for you
ф It is important to be aware of the range of correction techniques and strategies available in the classroom. We choose the technique appropriate for the teaching approach, the learning purpose, the activity, the learner and the context.
© Over-correction can result in learners not wanting to say anything in class because they are afraid of making mistakes. So we choose carefully what to correct and what to ignore.
© Indicating mistakes and slips to learners so that they can self- or peer-correct will help them become more autonomous in their learning.
@ We can try to extend our range of correction techniques and strategies. If we use the same technique all the time, for example echo correcting, learners will not have opportunities to correct themselves or become aware of their own errors.
9 Concept questions can be a way of checking if learners have made an error of use rather than form. For example, the learner says ТП go to the beach at the weekend'. This is grammatically correct, but if we think the learner has already planned the trip and should be using the present continuous or going to future, we can use concept questions such as 'When did you decide to go to the beach? Did you decide now or before?' to cheek.

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  When several learners make the same significant mistake during one or more lessons it sometimes means that the class needs further practice with that area of language in future lessons. If they are minor errors, this is probably not necessary.
  

If only a few learners make the error, we can provide those learners with individual written or oral practice.
Tee Unit n for the role of error and Unit. 29 for categorising learners’ mistakes.