1. Error Correction in aError Correction in a
Communicative ClassCommunicative Class
Katherine C. FitzSimonsKatherine C. FitzSimons
English Language FellowEnglish Language Fellow
Guayaquil, Ecuador 2008-2009Guayaquil, Ecuador 2008-2009
09 4664 358 celular09 4664 358 celular
ukraitie@yahoo.comukraitie@yahoo.com

2. Do you agree with this
statement?
““We learn by makingWe learn by making
mistakes.”mistakes.”

3. Creating an Environment in
Which Mistakes are OK
 If you believe that we learn byIf you believe that we learn by
making mistakes then it ismaking mistakes then it is
critical to create a classroomcritical to create a classroom
environment in which mistakesenvironment in which mistakes
are OK.are OK.

4. Error CorrectionError Correction
 Errors are natural and normal.Errors are natural and normal.
 Errors should not make a studentErrors should not make a student
feel bad, sad, nervous, or stupid.feel bad, sad, nervous, or stupid.
 Before students can be ready for anBefore students can be ready for an
exam they need to understand theirexam they need to understand their
errors and how to correct them.errors and how to correct them.
 However,However, not all errors need to benot all errors need to be
correctedcorrected for successfulfor successful real world
communication.communication.

5. Warm-up:Warm-up:
What kind of corrector are you?What kind of corrector are you?
 In groups, read dialogues 1-6In groups, read dialogues 1-6
from the handout ¨from the handout ¨SampleSample
Correction TechniquesCorrection Techniques¨.¨.
 Think aboutThink about whowho corrected thecorrected the
students in the dialogues,students in the dialogues,
whenwhen,, wherewhere andand howhow theythey
were corrected.were corrected.

6. What techniques did the teacherWhat techniques did the teacher
use in dialogues 1-6?use in dialogues 1-6?
 Gets answer fromGets answer from
another studentanother student
 Gets answer fromGets answer from
same studentsame student
 Says answer wasSays answer was
wrongwrong
 Provides model ofProvides model of
correct answercorrect answer
 Indicates error withIndicates error with
rising intonationrising intonation
 Says what was wrongSays what was wrong
 Asks students toAsks students to
repeat correct answerrepeat correct answer
 Uses gestures orUses gestures or
facial expressions tofacial expressions to
indicate wrongindicate wrong
answeranswer
 Asks for the ruleAsks for the rule
 Provides correctProvides correct
language naturally inlanguage naturally in
passingpassing

7. Your Opinion:Your Opinion:
 Why do students make errors?Why do students make errors?

8. Why do students make errors?Why do students make errors?
 They are practicing a new language.They are practicing a new language.
 They are nervous or forget.They are nervous or forget.
 Teachers focus too much on readingTeachers focus too much on reading
and writing so speaking and listeningand writing so speaking and listening
are difficult.are difficult.
 There are differences between theThere are differences between the
mother tongue and the newmother tongue and the new
language.language.
 No one speaks perfectly.No one speaks perfectly.

9. Your Opinion:Your Opinion:
 Should errors be corrected?Should errors be corrected?

10. Why correct errors?Why correct errors?
 Students want to be understood.Students want to be understood.
 Students expect to be correctedStudents expect to be corrected
by the teacher.by the teacher.
 Students want to improve andStudents want to improve and
feel confident.feel confident.
 Students don´t know they areStudents don´t know they are
making mistakes.making mistakes.
 Students want to complete tasksStudents want to complete tasks
successfully.successfully.

11. Your Opinion:Your Opinion:
 Which errors require correction?Which errors require correction?

12. Which errors should beWhich errors should be
corrected?corrected?
 Errors that detract fromErrors that detract from
successful completion of a task.successful completion of a task.
 Errors that affect students´Errors that affect students´
ability to be understood.ability to be understood.
 Repeated errors.Repeated errors.
 Shared errors.Shared errors.
NOTE: Mistakes are different from errorsNOTE: Mistakes are different from errors
because they are not repeated often. Thebecause they are not repeated often. The
student knows the rule but simply forgets itstudent knows the rule but simply forgets it
temporarily.temporarily.

13. Your Opinion:Your Opinion:
 When should error correctionWhen should error correction
happen?happen?

14. When to correct errors?When to correct errors?
 ImmediateImmediate—At the exact—At the exact
moment of productionmoment of production
 DelayedDelayed—Note the error and—Note the error and
correct it later (at the end of thecorrect it later (at the end of the
student´s speech, task, lesson,student´s speech, task, lesson,
day)day)
 NeverNever—No correction—No correction

15. Activity: When to correctActivity: When to correct
 Read the handout ¨Read the handout ¨CorrectionCorrection
Techniques: SummaryTechniques: Summary¨.¨.
 Discuss with a partnerDiscuss with a partner WHENWHEN toto
correct the student in eachcorrect the student in each
situation and put ansituation and put an XX in the boxin the box
ImmediateImmediate,, DelayedDelayed, or, or NoNo
CorrectionCorrection..

16. Your Opinion:Your Opinion:
 Where can we correct errors?Where can we correct errors?

17. When to correct errors?When to correct errors?
 InIn PublicPublic—Make one student´s—Make one student´s
error a lesson for allerror a lesson for all
 IndividuallyIndividually—Working only with—Working only with
the student who made the errorthe student who made the error

18. Activity: Where to correctActivity: Where to correct
 Read the handout ¨Read the handout ¨CorrectionCorrection
Techniques: SummaryTechniques: Summary¨ again.¨ again.
 Discuss with a partnerDiscuss with a partner WHEREWHERE
to correct the student in eachto correct the student in each
situation and put ansituation and put an XX in the boxin the box
forfor IndividualIndividual oror PublicPublic..

19. More information about whenMore information about when
to correct errorsto correct errors
Error correction depends on manyError correction depends on many
factors including:factors including:
 Learner sensitivityLearner sensitivity
 Learner situationLearner situation
 Learning purpose (fluency orLearning purpose (fluency or
accuracy)accuracy)
 Task type (reading, writing,Task type (reading, writing,
speaking, listening, individual,speaking, listening, individual,
group work…)group work…)

20. Your Opinion:Your Opinion:
 Who can correct errors?Who can correct errors?

21. Who can correct errors?Who can correct errors?
 Self-correctionSelf-correction—The student—The student
corrects himselfcorrects himself
 Peer correctionPeer correction—The group—The group
helps to correct another studenthelps to correct another student
 Teacher correctionTeacher correction—The—The
teacher demonstrates theteacher demonstrates the
correct formcorrect form
Which type is the best? Why?Which type is the best? Why?

22. Activity: Who can correctActivity: Who can correct
 Read the handout ¨Read the handout ¨CorrectionCorrection
Techniques: SummaryTechniques: Summary¨ once¨ once
more.more.
 Discuss with a partnerDiscuss with a partner WHOWHO
can correct the student in eachcan correct the student in each
situation and put ansituation and put an XX in the boxin the box
forfor Self-correctionSelf-correction,, PeerPeer
correctioncorrection, or, or TeacherTeacher
correctioncorrection..

23. Your Opinion:Your Opinion:
 How should corrective feedbackHow should corrective feedback
be carried out?be carried out?

24. How should errors beHow should errors be
corrected?corrected?
 For repeated or shared errors, theFor repeated or shared errors, the
teacher needs toteacher needs to provide a modelprovide a model ofof
the correct language.the correct language.
 Grammar errors may require aGrammar errors may require a
review of rulesreview of rules andand extra practice.extra practice.
 Pronunciation errors may requirePronunciation errors may require
moremore minimal pairminimal pair oror sentencesentence
stress practice.stress practice.
 All error correction should be doneAll error correction should be done
withwith sensitivitysensitivity to avoidto avoid
embarrassment and fear.embarrassment and fear.

25. Role of the Teacher inRole of the Teacher in
Communicative Error CorrectionCommunicative Error Correction
The teacher can be:The teacher can be:
a)a) Reference BookReference Book
b)b) PartnerPartner
c)c) HelperHelper
d)d) EnemyEnemy
e)e) Authority FigureAuthority Figure
What do these terms mean?What do these terms mean?
Which one is best? Why?Which one is best? Why?

26. Activity: The Teacher´s RoleActivity: The Teacher´s Role
 Read the handout ¨Read the handout ¨Teacher´sTeacher´s
RoleRole¨.¨.
 Work in groups. Tell each otherWork in groups. Tell each other
which role you think the teacherwhich role you think the teacher
plays in each situation.plays in each situation.
 Try to predict the student´sTry to predict the student´s
reaction to each situation.reaction to each situation.

27. In conclusion…In conclusion…
 Several studies report thatSeveral studies report that
indirect feedback leads to eitherindirect feedback leads to either
equal or greater levels ofequal or greater levels of
accuracy than direct feedbackaccuracy than direct feedback
over time.over time.
(Ferris et al., 2000; Ferris & Helt, 2000; Frantzen,(Ferris et al., 2000; Ferris & Helt, 2000; Frantzen,
1995; Lalande, 1982; Lee, 1997; Robb et al., 1986).1995; Lalande, 1982; Lee, 1997; Robb et al., 1986).

28. THANK YOU!!!THANK YOU!!!
Ahmed Hussein KHalafAhmed Hussein KHalaf
ahmedhussein192@yahoo.comahmedhussein192@yahoo.com
egypt 01144995996egypt 01144995996