1. By Dennis Hickman, Faculty Development, Defense Language Institute

2. What are some of the problems inherent to error correction for speaking?

3. 1. Correction often has a negative impact on speaking fluency.

4. 2. Speakers usually don’t hear their own errors, especially with pronunciation.

5. 3. Because these errors occur in “real time”, the teacher must constantly be multi-tasking.

6. So what’s the solution? - Minimal Correction? - Copious Notes for later? - Voluntary Peer feedback?

7. Why not separate production from evaluation? Let the students speak freely, without any interruptions, …

8. … and then engage them in objectively evaluating their own verbal performance: >>> Record your students <<<

9. Recording the performance of your students offers 3 big advantages: 1. It documents performance so errors can be evaluated, rather than ignored (or denied); 2. It pushes students to take more active responsibility for evaluating, as well as improving, their own speaking skills. 3. It gives each a “second chance” to improve their performance, on the same tasks, and thereby show they are better speakers.

10. But isn’t all this terribly complicated and time- intensive?

11. Transcription – by the student Instructions to students: 1. Transcribe your one-minute recording in pencil (complete with all mistakes); 2. Correct all the mistakes you can find in blue pen; 3. Turn in assignment, and I (the teacher) will look for mistakes you have missed.

12. Restatement – “What I wanted to say was …” Immediately after giving a 1- or 2- minute report/presentation on their own topic, the whole class listens to the recording and gives the student peer-feedback. The student then has the opportunity to repeat the report/presentation – providing the same information – but with fewer errors. Peers will evaluate whether any information was omitted, as well as whether it had fewer errors.

13. Restatement as a “Lead-in” For a smaller class, or a longer class period, Restatement can be the lead-in exercise for a topical discussion, because it: 1. Gets the facts out there; 2. It gets the students listening to their own speech; 3. It emphasizes constant improvement.

14. The “Technology “ Issues Equipment necessary for: Classroom Recording Classroom Playback Portability of recording for … … Individual Playback (at home)

15. Some Typical Changes that occur 1. Students speak slower, and take more pauses to think (both when being recorded, and when not); 2. They increase the attention paid to their own (and to others’) voices; 3. They self-correct more often; 4. Their speaking tempo later increases – and with fewer common errors.

16. Some Task-Supporting Activities: 1. Show YouTube videos containing obvious English How many errors can you find in one minute? What did s/he really want to say? 2. Use the recording of your class’s (follow-on-) discussion as a listening comprehension exercise (on the next class day). What three points did Maria make regarding … Why doesn’t Ahmed agree with Choung Sook?

17. What do you think? Could these techniques be used in your classrooms?