module 5 planning of the english language teaching-learning process

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UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career 4. Phonemic symbols. Pointing to phonemic symbols is helpful when learners make pronunciation mistakes, for example using a long vowel /u:/when they should have used a short one /u/, or when they mispronounce a consonant. You can only use this technique with learners who are familiar with the relevant phonemic symbols. 5. Echo correcting means repeating. Repeating what a learner says with rising intonation will show the learner that there is a mistake somewhere. You will find this technique works well when learners have made small slips which you feel confident they can correct themselves. 6. Identifying the mistake. Sometimes we need to identify the mistake by focusing learners' attention on it and telling them that there is a problem. This is a useful technique for correcting errors. We might say things like 'You can't say it like that' or 'Are you sure?' to indicate that they have made a mistake. 7. Not correcting at the time when the mistake is made. We can use this technique to give feedback after a fluency activity, for example. It is better not to correct learners when they are doing fluency activities, but we can make notes of serious mistakes they make. At the end of the activity, we can say the mistakes or write them on the board and ask learners what the problems are. 8. Peer and self-correction. Peer correction is when learners correct each other's mistakes. Self-correction is when learners correct their own mistakes. Sometimes we need to indicate that there is a mistake for the learners to correct it. Sometimes they notice the mistake themselves and quickly correct it. Peer and self-correction help learners to become independent of the teacher and more aware of their own learning needs. 9. Ignoring mistakes. In fluency activities we often ignore all the mistakes while the activity is in progress, as the important thing is for us to be able to understand the learners' ideas and for the learners to get fluency practice. We can make a note of frequent mistakes and correct them with the whole class after the activity. We often also ignore mistakes which are above the learners' current level. For example, an elementary learner telling us about what he did at the weekend might make a guess at how to talk about past time in English. We would not correct his mistakes because the past simple is a structure we have not yet taught him. We may also ignore mistakes made by a particular learner because we think this is best for that learner, e.g. a weak or shy learner. Finally, we often also ignore slips as learners can usually correct these themselves. Written correction In next unit we will see how we can use a correction code to show learners where some of their mistakes are and what kind they are. Other techniques for making written corrections are: [Escribir texto] Página 108
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career 1. Teacher correction. The teacher corrects the learners' mistakes by writing the correct word(s), instead of symbols from a correction code. 2. Peer correction. The learners look at each other's work and correct it or discuss possible corrections. 3. Self-correction. The learners, usually with the help of a guidance sheet, look for and correct mistakes in their own work. 4. Ignoring the mistake. As in point 9 above, sometimes we choose to ignore mistakes that learners make. Key concepts and the language teaching classroom • In the classroom, we use a mix of teacher correction, peer correction and self-correction. Sometimes we need to correct learners. Sometimes we indicate to them that there is a mistake and they are able to correct themselves or other learners can help them. Sometimes we ignore learners' mistakes. We choose what is appropriate for the learning purpose, the learner and the situation. • The technique we use for correcting mistakes depends on the type of mistake the learner has made. For example, we can use echo correction for slips, and time lines for errors. • We do not correct every mistake our learners make. We correct mistakes according to the purpose of the activity, the stage in the lesson, the seriousness of the mistake and the learner's needs. It is inappropriate to correct all the mistakes learners make, and it can make learners lose motivation. When learners are doing a fluency activity, correction after the activity would be more appropriate. • Some correction techniques are more suitable for certain types of mistake. For example, finger correction is useful for pronunciation mistakes and time lines are useful for mistakes with tenses. • Techniques such as gestures and facial expressions give opportunities for peer and self-correction. This is because we show the learners that there is a mistake but we do not correct it. FOLLOW-UP ACTIVITIES Look at the following pairs of sentences. Learners often make mistakes and confuse the meaning of A and B in each pair. Draw two time lines for each pair which dearly show the differences in meaning. 1 A Cinderella danced with the prince when the dock struck midnight. B Cinderella was dancing with the prince when the clock struck midnight. 2 A I play tennis on Fridays. B I played tennis on Friday. REFECTION Think about these comments from teachers. Which do you agree with and why? 1 When learners make mistakes it means that they are not learning. [Escribir texto] Página 109
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module 5 planning of the english language teaching-learning process

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