Bridge Linguatec, Inc.

d/b/a Bridge
BridgeTEFL

Input Error Correction
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915 S. Colorado Blvd.
Denver, CO 80246 USA
Tel: 1-303-785-8864
Fax: 1-303-785-8893
www.bridgetefl.com
Error Correction Overhead Notes

Distinguishing among errors, mistakes and lapses
1. an error caused by the fact the learner hasnt learned the language yet
2. a mistake is when a learner has studied the point but (continuously) uses it incorrectly (in time, he\she will probably learn to
self-correct)
3. a lapse refers to wrong usage because of fatigue, not concentrating, etc.

What types of errors do students make?
Grammatical/Structural - time/verb, word order, articles
Lexical - have you got a clock?
Pronunciation - sounds, stress, intonation, connected speech
Function: register/usage - Good day to you sir vs. Hi there, buddy

Sources of errors
1. False Cognates. Elicit some examples.
2. Overgeneralization: Adding ed endings to all past verbs, or using will for all future events.
3. L1 interference: Japanese and Eastern Europeans not using articles, or Spanish speakers saying I want that you go.
4. Good enough: Some students realize that they can communicate speaking only in the present, and for them that is
sufficient.
5. Trying to express something beyond their linguistic ability (they havent learned it all yet!)
6. Experimenting e.g. I will can see you tomorrow
7. Teacher induced e.g. teaching two confusing structures too closely: I used to vs. Im used to + -ing
8. Lack of clear teaching, focus on context, over ambitious material, insufficient drilling, unclear presentation

Overall considerations:
Overall aims of lesson and the stage: Accuracy or Fluency?
Type of activity: teacher focused or pair/group work?
Correctability: can an on-the-spot correction technique be used for this person or will it stop the flow?
Personality and confidence level of the student
Students own expectations and limitations

THINK: You need to make the following decisions when working with errors in the class
What kind or error has been made? (see above)
Should I deal with it? (is it useful to correct or not?)
When should I deal with it? (Now or later?)
Should I correct it or could the student self-correct?
What techniques are appropriate to correct this? (see below)

What to correct?
1. An error/mistake that is part of the target language of the day.
2. Something the students keep getting wrong or recurring mistakes, e.g. wrong articles, prepositions

When to correct?
1. During presentation and controlled practice when your focus is on accuracy.
2. At the end of the lesson when the focus is on fluency, note down errors which occur frequently and conduct an error
slot
3. If the whole class makes the same errors (deal with problem or teach a subsequent lesson).

Discuss briefly: clarifying student questions/comments vs. correcting errors.
If you dont understand what a student is saying, get clarification. You may or may not necessarily correct a student when
you do this. Sometimes you may need clarification before you can accurately indicate the error.

Who Corrects? How to Correct
1. Indicate there has been an error
2. Indicate TYPE of error
3. See if the std can self-correct
4. See if other Ss can correct
5. If not, teacher corrects
6. Check understanding
7. Get Ss to say it again correctly.