Error Correction 1

Error Correction 1

1. Disagreement among teachers about what, when, and how to correct.

2. Key areas

   • Attitudes to error correction
     • Can vary among teachers and students. But is influced by:
       • English is their second language and great emphasis on correctness .
       • As a native speaker they never worry about their English.
       • Teacher using Audiolingualism would have adopted a behaviourist approach to error.
   • Categorising errors
     • We can categorise an error by the reason for its production or by its linguistic type.
       • result of a random guess
       • produced while testing out hypotheses
       • slip of the tongue, a lapse, a mistake
     • We need to know where the student's interlanguage
   • A model for correcting writing
     • No chance to rephrase or clarify what we say. Our message must be clear the first time.
       • Comprehensibility
         • Can you understand the output? Are there areas of incoherence? Do these affect the overall message? Does communication break down?
       • Task
         • Has the student addressed the task?
       • Syntax and Lexis
         • Are they appropriate to the task? Are they accurate?
   • The role of planning
     • Giving students time to plan not only results in a wider range
       • It helps:
         • -Inappropriate layout -No paragraphs -Lack of cohesion -Inappropriate style
   • Practical techniques / ideas for correcting writing
     • Training students to edit
     • Grammar auctions
     • Mistakes mazes