Zamonaviy ta‟lim tizimini rivojlantirish va unga qaratilgan kreativ g„oyalar, takliflar va yechimlar

“ZAMONAVIY TA‟LIM TIZIMINI RIVOJLANTIRISH VA UNGA QARATILGAN KREATIV G„OYALAR, 
TAKLIFLAR VA YECHIMLAR” MAVZUSIDAGI 37-SONLI RESPUBLIKA ILMIY-AMALIY ON-LINE 
KONFERENSIYASI 
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of action is to overlook the error. It depends on the situation, the task's objective, and the 
pupils' qualities. 
Identifying and Correcting Errors in ESL Class. When your students make blunders or 
mistakes, you will have to correct them as a teacher. Correction is critical and must not be 
overlooked. If a teacher fails to do so, he or she risks being perceived as unprofessional and 
lazy something. I'm sure you don't want to happen! It's all about finding the right balance. 
Students recognize that they require assistance in order to learn; teachers must get to know 
their students and avoid being overly harsh when it comes to specific errors. 
Individual Errors and My Approach. In my class, I prefer to correct students on the 
spot, although I am highly aware of a student's skill and position in the group. If the student 
makes a mistake, I provide a recast (see below) and only take notes if the mistake is 
repeated. 
Small group work is good to every teacher since it allows me to focus 1:1 in real time 
if needed. I adopt a priority approach when it comes to written work, correcting basic faults 
first, such as grammar, syntax, and sentence structure. I always use a black pen, never a red 
one! Of course, I'll fix spelling as well, but I won't make a big deal about it until the 
essentials are mastered. 
Correction of ESL Errors in Speaking and Listening. We all make mistakes because 
we are human. ESL students are no different, thus it's up to you as the teacher to be a good 
listener and correct errors when they occur. There are two ways that can be used: To 
interrupt and make a discrete correction in real time. Make notes and correct when the class 
is over to avoid disruptions. Most ESL teachers prefer to address and deal with problems as 
they occur, but taking notes, particularly in small group work, can be a useful alternative. In 
an ideal world, students should be able to learn from their failures. It is teacher‘s 
responsibility as the teacher to make them aware of their mistakes without weakening their 
self-assurance. 
Oral Correction Techniques. 1. Negative corrections, such as a firm NO, YOU'RE 
WRONG or a silent shake of the head, might engender bitterness and exacerbate shyness.
2. Consider the abilities of the pupils you'll be correcting and tailor your correction 
accordingly. 3. Don't go overboard! A lot of correction could detract from your other 
outstanding teaching efforts. If you continuously correct, the class's flow will suffer, and 
your pupils will be hesitant to speak and engage. 4. Strive for a balance of student 
interaction and corrective feedback. You must keep your students engaged and eager, but 
you must also correct them fully when necessary. 5. Keep your 'antennae' on high alert and 
be ready to change your correction strategy in real time. Make mental or physical notes to 
assist you in providing comments during or after class. 
Accuracy vs. Fluency. Allowing fluency—a flow of words from student to instructor 
to class—will help to boost class confidence, but you must also strive for accuracy and learn 
to strike the right balance between the two. 
Shadow Corrections or Recasts. In simple terms, a recast is a teacher-corrected answer 
given to a pupil who has committed an error. The teacher effectively corrects and repeats 

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