ERRORS and CORRECTION Many Ts nowadays regard Ss errors as evidence that progress is being made. Errors often show us that a S is experimenting with language, trying out ideas, taking risks, attempting to communicate, making progress. Analyzing what errors have been made clarifies exactly where the S has reached and helps set the syllabus for future language work. In dealing with errors, Ts have looked for correction techniques that help them to make their own correction. This may raise their own awareness about the language they are using : “What you tell me, I forget; what I discover for myself, I remember”.

AIMS of CORRECTING BUILDING CONFIDENCE; RAISING AWARENESS; ACKONWLEDGING ACHIEVEMENT AND PROGRESS; HELPING Ss TO BECOME MORE ACCURATE IN THEIR USE of LANGUAGE.

DECISIONS to be MADE when WORKING with ORAL ERRORS in CLASS 1.Decide what kind of error has been made : grammatical ? Pronunciation ? 2.Decide whether to deal with it : is it useful to correct it ? 3.Decide when to deal with it : now ? End of activity ? Later ? 4.Decide who will correct: T ? Ss self-correction ? Other Ss ? 5.Decide on an appropriate technique to indicate that an error has occurred or to enable correction.

2.Whether to deal with it ? What’s the aim of the activity ?: to improve learners’ accurate use of English : immediate correction. For fluency : later. Will it help or hinder learning ? Am I correcting something they haven’t learned yet ? 3.When to deal with it ? immediately, after a few minutes, at the end of the activity, later in the lesson, at the end of the lesson, in the next lesson, later in the course, never. The distinction between accuracy and fluency aims is important here. Interrupting an activity in order to correct a S could kill the activity. However, while the Ss are working, you can listen in discreetly and collect a list of errors.

4.Who will correct it ? Self-correction S – S T – S Small group All class Course book / reference books 5.What technique ? Steps to encourage correction : a) Indicate an error has been made. You may also indicate what kind of error it is, where in a sentence the error is, etc, by : telling them, facial expression, finger correction, repeat sentence up to error, ask a question, draw a time line on board. b) Indicate correction or help the S towards a correction.