Understanding and Correcting Errors: A Teacher’s Guide
Understanding and Correcting Errors in Language Learning
We are going to start with a short video. Think about the topic and write your ideas/keywords in the chat.
- What is the topic about?
Warm-up video: https://youtu.be/JS32aH9eZfo
Yes, very good! The topic is about feedback, mistakes, and correction.
I am going to start with this presentation. Write down keywords or what you consider important while you are listening/watching. Pay attention to the different types of mistakes, sources for errors, techniques/ways of showing incorrectness, and feedback.
- Pay attention to the different types of mistakes, sources for errors, techniques/ways of showing incorrectness, and feedback.
Let’s start with types of mistakes: I need a volunteer. Who can read?
Was it clear? Thanks…
Okay, read the text in the picture, please.
Next…
Now we have sources of errors.
In order to analyze errors and mistakes, it is very important to find the causes/sources of errors and mistakes. Who can read?
L1 interference/The interference of the mother tongue, which is our L1?
Developmental error: Errors of this kind are part of a natural acquisition process.
The example: “She is more nicer than…” Here, the acquisition of ‘more’ for comparatives is over-generalized and then mixed up with the rule that the student has learnt (adjective + -er). Has this ever happened to you? Have you gone through this overgeneralization process?
Now let’s complete this chart together. The first column shows the error, and you have to classify it. Is it an L1 interference error or a developmental error?
It is a case of L1 interference. It is an error that reflects the structure of L1 developmental error. Add the apostrophe to show possession; it’s a possessive noun.
It is an error similar to L1 acquisition.
And I had hungry… it’s interference.
The last one is possible /interference/ because we tend to say in Spanish ‘es posible,’ but it is incorrect in English.
Correction Techniques
Let’s move on to corrections. When a student makes a mistake, we offer correction. These are techniques/ways of showing incorrectness in fluency work: who can read the first 3 items, please? Thanks. Now we are going to complete the Jamboard, and what you have to do is the following: each of you choose one item/technique and join with the example.
Providing Effective Feedback
Last but not least, feedback: We have to make instant decisions about what kind of feedback we should give when we see or hear our student’s work. Do you provide feedback to students?
((Read the slide)) Then watch the video and complete the Jamboard with positive and negative aspects from the video, okay? I will give you some minutes so you can watch it and complete the Jamboard.
TikTok video: https://youtu.be/ccwxUM__l6U
What do you think about this professor? Is this the right way of giving feedback to students? Have you ever experienced a situation like this?
Thanks to all of you! Thanks for your collaboration! I hope you have found this lesson interesting or useful for you. You are amazing classmates. I have no doubt that you are great teachers, and for the ones who are in the same situation as me, you will be amazing English teachers. IF YOU NEED MOTIVATION, HERE IS RYAN AGAIN!