Teaching English

Errors, mistakes and correction

-Teacher: Yolanda Jimnez

Martnez.
-Student: Alexandra Simarro
Miguel
Javier Hernndez San
Jos.
Beln Espinosa
Millara.
 INDEX
1. Introduction.
2. Differences between errors and mistakes.
3. Correction.
4. Who should do the correction?
5. Correcting written work
6. If you help me, I can progress .
7. Classification of activities to prevent the
error in the students
8. Conclusion.
9. Bibliography.
1. Introduction
As teachers, we must decide whether or not to
offer correction in each and every class.
Appropriate correction and feedback is an
important point of the ESL classroom in exercises
or speaking activities. But too much correction
produces embarrassment situations for our pupils.

If the teacher corrects too little, then words

tumble out of the mouths of students. What
comes out, though, is chocked full of problems
with grammar and vocabulary. Too much and too
little correction can hinder communication.
 2. Differences between errors
and mistakes
Errors:
a pupil who incorrectly produces
language that hasn't yet been studied
makes an error. Possible causes:

Perhaps the pupil is trying to apply rules from

his native tongue to English.
Maybe he has taken a previously studied
English rule and extended it to a new and
unacceptable situation.
Perhaps the pupil watched a TV program in
English the night before and is trying to use a
word or phrase from there.
 2. Differences between
errors and mistakes
Mistakes: its a previously learned
grammar point, vocabulary word, or
phrase which the pupil uses incorrectly.
According to this definition, a native
speaker could make a mistake in her
native language.

Clearly, the errors of a beginner are

different from the errors of an advanced
student, and what were once errors can
become mere mistakes.
3. Correction
3.1. All mistakes shouldnt be corrected.

We can imagine a class of twenty pupils, all

talking at different points, you trying to correct
every single mistake. Impossible! Reasons why
teacher shouldnt correct every error:

Correction may develop something like a barrier, and

pupils will be afraid of making mistakes and will not
speak or study English with pleasure.

The pupil cant even process all of those corrections. They

will forget the corrections.
 3. Correction
3.2. All mistakes should be corrected.
Bythe other hand, also we would like to say
that we should correct mistakes because..
How can any person learn any new skill
without having important mistakes
corrected? Reasons why teachers should
correct every error:

In order to let the students know whats wrong and

whats right.

Every mistake should be taken care of at the

moment it is made, otherwise students will keep on
making the same mistake over and over again.
4. Who should do the
correction?
Advantages Disadvantages
4.1. Teacher correction.
The correction will, or It fails to encourage
should be, quicker, more learner-independence.
efficient, and accurate.

The teacher can use It can be intimidating for

proper and varied pupils to have the
techniques of correction. teacher correcting their
mistakes.

The teacher can ensure Other pupils might feel

correction is handled left out of the lesson
sensitively and fairly. while a mistake is being
corrected.
4. Who should do the
correction?
4.2. Self Advantages
correction. Disadvantages
Pupils are involved in Pupils may not be able
the process this renews to self-correct and
confidence and consequently become
independence. demotivated.

Self-corrected mistakes Pupils may feel

are more memorable pressured.
and less likely to be
repeated.

It gives the teacher It gives the teacher

feedback on the pupils feedback on the student
knowledge, ability and s knowledge, ability
awareness. and awareness.
4. Who should do the
correction?
4.3. Pupil-to-pupil
Advantages correction.
Disadvantages

It involves other pupils The pupil doing the

gives them self correction may get it
confidence. wrong!

It encourages an The student being

atmosphere of corrected may not
cooperation. understand the other
student (pronunciation).

It helps the teacher It can be slowler and

assess awareness of less effective (if the
other pupils. pupil doesnt have
corrections skills).
5. Correcting written work

Ifpupils are writing in class you might go round

during the activity giving one-to-one help and
corrections. Or, you might collect in their work,
correct at home, and return it preferably- the
next lesson. In other words you again have the
choice between inmediate or delayed
correction.

Itsimportant to consider the demoralizing effect

of a pupil getting work back which is filled with
corrections. One way of doing this is to employ
correction tools:
 5. Correcting written work
Symbols
The teacher might underline or circle the
mistake, the indicate the type of mistake by
putting in the margin the appropriate symbol
(e.g. G for grammar). The pupils have a copy
of all the symbols and what they mean.

Class correction
Take the work away and make a note of common
or significant mistakes. In the next lesson, there
will be time where everybody looks at all the
mistakes. This depersonalizes the correction
and everybody benefits from it.
6. If you help me, I can progress .

Ifyou are trying to use a language which you

are learning, you will make mistakes. It is
inevitable. Where you dont know what the
problem is and need someone to tell you.

To avoid the error will have to carry out a

methodology to their respective goals,
involving appropriate activities related to the
class group and adapt our teaching to the
learning process in our pupils.
 7. Classification of activities to
prevent the error in the students

1. Activities of introduction
2. Development Activities
3. Activities of consolidation
4. Reinforcement activities
5. Activities of extension
6. Evaluation Activities
8. Conclusion

Pupils learn. Pupils forget. We cannot expect a

language learner to remember everything we
teach them!
Correction should be part of the learning process
and treated positively.

If pupils are hard on themselves because their

English is less than perfect- we must listen to
them and help them.

As teachers we must adjust our focus on accurate

English according to who we are teaching.
 8. Conclusion
The teacher should employ facial gesture, finger
work, verbal prompts etc. to help with correction.

Dont interrupt fluency work make a note of

mistakes.

Mistakes are far more of an issue for pupils

preparing for an exam than for those who are
seeking only to improve their English.

Ifthe aim is comprehension (the correct answer

to a question), focus on the correct answer, not
the correct grammar.
Thank you for listening
to us
Bibliography
Riddell, D. Teaching English as a foreign
language. Teach yourself: London.
Underwood, M (1987): Effective Class
Management. Longman.
Littlewood, W (1981): Communicative
Language Teaching. CUP. Cambridge.
Halliwell, S (1992): Teaching English in the
Primary Classroom. Longman. London.