Focusing on language

Focusing on language

1. Errors and correction

   • Student errors are evidence that progress is being made. Errors often show us that a student is experimenting with language, trying out ideas, taking risks, attempting to communicate, making progress. Teachers analyze what errors have been made clarifies exactly which is the level of the student.
     • When to correct
       • The distinction between accuracy and fluency aims is again important. Depends of objective is accuracy, then immediate correction is likely to be useful for the next activities and if the aim is fluency, then lengthy, immediate correction that diverts from the flow of speaking is less appropriate. Common strategy used by teachers during each activities is to listen in discreetly and collect a list of errors. Until the class finished as a review, can use this list to provide sentences to discuss, to set an exercise, to plan the next lesson, etc.
     • Useful correction technique
       • Fingers
         • It's used to clarifying the structure of sentences and for instant error corrections. If the student says a sentence wrong, you get his to repeat the sentence while you indicate with the fingers each word as it is said. When the error is reached, with facial expression or a gesture can indicate the mistake.