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In correcting my students’ errors, particularly in speaking, I usually do it immediately when the errors occur by repeating the students’ wrong utterences with the correct ones.
i.e. the students utter “yesterday, I don’t go to school because I’m sick. I immediately reply it by saying “you mean you didn’t go to school because you were sick?” And I give a stress on the wrong words.
Hi Herman, do you find that recasting errors works well for you? I sometimes feel that students don’t realise they have even made a mistake when recasting and continue to make the same errors.
I agree Aoife, mine usually just say Oh yes! Without correcting themselves.
That’s a good idea….
Thanks Rajdeep, do you have any other techniques you use for correcting your students?
Very useful resources
Thank you Keshab, glad you like them 🙂
I’ve never thought of metalinguistic feedback like that, I’ve always thought it would involve specific reference to metalinguistic terms… good point
Just to let you know that we’ve shortlisted this blog post for this month’s TeachingEnglish blog award and I’ll be putting up a post about it on Saturday’s TeachingEnglish Facebook page http://www.facebook.com/TeachingEnglish.BritishCouncil, if you’d like to check there for comments.
Thanks Ann, that’s great news! Delighted to be shortlisted for this! 🙂
I teach on one on one. After checking my student(s) written homework or exercises during class, I tell them that in this or that sentence there is an error. I ask them if they know what is it. In this way they have to read it again and think. After thinking a little while they usually come up with the right word or structure. If not, I correct the sentence and we practice it through some sample sentences.
I use all the 6 method depending on the student’s age, sensitivity, their way of learning and the situation.
Thanks for the tips 🙂
Should I correct one students in front of the class at the moment of speaking, even if he/she is really shy? If not, when? Does fluency and accuracy matter at the same time, or it can be graded separately?
If your student is really shy I would try delayed error correction. Write any errors up on the board and keep them anonymous. Students then talk in pairs to try and find the mistake. In terms of fluency v accuracy I think it depends on what your goals are. Do your students at that moment need more help with fluency or accuracy? Tell your students before the task what you will be looking out for to help them focus on those areas.
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