17 Responses

  1. Herman Palemmai

    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.

  2. Rajdeep Sinha

    That’s a good idea….

  3. Keshab Bhatta

    Very useful resources

  4. I’ve never thought of metalinguistic feedback like that, I’ve always thought it would involve specific reference to metalinguistic terms… good point

  5. Hi,
    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.


  6. Bea Radics

    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.

  7. Bea Radics

    I use all the 6 method depending on the student’s age, sensitivity, their way of learning and the situation.

  8. naleeni das

    Thanks for the tips 🙂

  9. Roger X.P.

    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?

    • Cheryl Malanek

      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.

    • Hi Roger – this is a difficult one. As a teacher you need to make a judgement on when and how to error correct. Sometimes teachers are too sensitive towards their shy/introvert students and end up not correcting them at all. They need correction just as much as your extrovert students. I think for all students, there should be a balance between on the spot and delayed correction. If your focus is on accuracy then teachers tend to correct more often than they would if you are focusing on fluency and your students will expect you to correct them. Try out various ways such as class delayed correction, self-correction, peer correction and immediate correction and see what works for you and your students.

  10. Hassan Shehab

    Thanks ,,,,,,,,,I got it.

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