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Dealing with errors in spoken English

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Dealing with errors in spoken English
Many teachers nowadays find it difficult to decide whether they 
should or should not correct every error their pupils make. in the 
traditional classroom the emphasis is usually on accuracy and all 
mistakes are corrected immediately. The problem with this is that a 
lot of pupils will be reluctant to speak for fear of making mistakes 
and being corrected.
in the learner-centred classroom, where pupils are being encour-
aged to use english in real communication, fluency is just as impor-
tant as accuracy. We are not suggesting that correction should be 
abandoned, but that it can be postponed until after the communica-
tion activities. if teachers do this then they will not be constantly 
interrupting their pupils. of course they will need to remember the 
mistakes their pupils make so we suggest teachers note them down 
as they walk around the classroom. At the end of the activity they 
can point out some of the common or more important mistakes they 

in a learner-centred classroom noise is inevitable and should be 
seen as a good thing provided it is controlled and constructive. Teach-
ers should train their pupils to speak quietly and politely during pair 
and group work and be ready with additional tasks for those who 
finish their work early. if teachers give clear instructions before an 
activity they will find that pupils will be able to do the tasks without 
confusion and unnecessary noise. Therefore, teachers should set clear 
rules on how they expect pupils to talk to them and to one another.

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