Techniques of correcting mistakes of spoken language in the classroom

Techniques of correcting mistakes of spoken language in the classroom.
Fazildinova Sevara Nematovna
Assistant, Jizzah Politechnical Institute,Uzbekistan
This article deals with the tips and techniques of correcting mistakes of English learning students’ speaking in the classroom.
Key words: to make mistake, error, learning process, to correct, self-correction, non-verbally, comprehension, to focus on something, fluency.
Техника исправления ошибок в устной речи на занятиях.
Фазилдинова Севара Нематовна
Ассистент, Джизакский политехнический институт, Узбекистан
В этой статье предусматривается техника и советы исправления ошибок в устной речи у учащихся английского языка.
Ключевые слова: сделать ошибку, ошибка, учебный процесс, исправлять, самостоятельное исправление, не устно, понимание, сосредоточивать внимание на что-либо, плавность речи.
As learners of the foreign language we often make mistakes as it is not our native language. Especially, in spoken English we sometimes omit articles which aren’t translated, use prepositions incorrectly which are those followed by the particular verbs and adjectives. Students also don’t follow grammar rules and make mistakes when they talk. Mistakes aren’t always bad. It is an important part of the learning process. If they are not making mistakes then they are not being given difficult enough topics and structures to work with. You have to choose material that is challenging but manageable for your class and correct mistakes in positive ways. Singling out students who make errors will make students feel self conscious and shy so some tact when correcting mistakes is important.
When our students learn something new they always make mistakes. What is the best way to correct these mistakes? Which mistakes should be corrected? Should all student errors be marked? If they are mistakes, the instructor should point them out. Again, we should go back here to the purpose of correction. If the purpose is to help students improve production, then correction should be limited to one or two areas for students to focus on which are important to overall comprehensibility: the student’s pattern of run-on sentences, for example, or stress patterns, not a single misspelling or mispronunciation.
A crucial issue for any teacher is when and how to correct students’ English mistakes. Mistakes may be numerous and in various areas (grammar, vocabulary choice, pronunciation of both words and correct stressing in sentences). Of course, there are a number of types of corrections that teachers are expected to make during the course of any given class. Here are the main types of mistakes that need to be corrected:

• 
  Grammatical mistakes  (mistakes of verb tenses, preposition use, etc.)
  
• 
  Vocabulary mistakes (incorrect collocations, idiomatic phrase usage, etc.)
  

• 
  Pronunciation mistakes (errors in basic pronunciation, errors in word stressing in sentences, errors in rhythm and pitch)
  
• 
  Written mistakes (grammar, spelling and vocabulary choice mistakes in written work)
  

The main issue at hand during oral work is whether or not to correct students as the make mistakes.
On the other hand, correction of written work boils down to how much correction should be done. In other words, should teachers correct every single mistake, or, should they give a value judgment and correct only major mistakes.
With oral mistakes made during class discussions, there are basically two schools of thought:
1) Correct often and thoroughly
2) Let students make mistakes. Sometimes, teachers refine the choice by choosing to let beginners make many mistakes while correcting advanced students often.
However, many teachers are taking a third route these days. This third route might be called ‘selective correction’. In this case, the teacher decides to correct only certain errors. Which errors will be corrected is usually decided by the objectives of the lesson, or the specific exercise that is being done at that moment.
In other words, if students are focusing on simple past irregular forms, then only mistakes in those forms are corrected (i.e., goed, thinked, etc.). Other mistakes, such as mistakes in a future form, or mistakes of collocations (for example: I made my homework) are ignored.
Finally, many teachers also choose to correct students after the fact. Teachers take notes on common mistakes that students make. During the follow-up correction session the teacher then presents common mistakes made so that all can benefit from an analysis of which mistakes were made and why.
Students make mistakes in speaking for three reasons: they didn’t pay attention, they need more practice, or they don’t understand grammatical structure or vocabulary. That’s why when they make mistakes, determine the reason for mistake. You can give them more practice or explanation if they need it. They also make mistakes with structures or vocabulary they learned but don’t remember how to use. You can make a note their mistakes and review this material in a later class. Mistakes are good source of topics to review. Although you don’t correct students’ mistakes every time, you shouldn’t forget them.
Correcting mistakes is done to help students speak better English. Therefore, some methods are better than others. Here are some techniques teachers can use to correct mistakes in student’s speech.

• 
  Don’t interrupt. If students make mistakes, let them finish what they are saying. If you stop them every time they make mistake, they will never learn to say a full sentence. They will expect you to help them when they have even a little bit of trouble. It is important for students to remember words or grammar themselves. If they ask you for help, help them. But if not, let them try to talk.
  
•