| A Lot of English Language Mistakes | | | | correct their mistakes collectively, they actually help |
| English as a foreign language learners make a lot of | | | | each other to develop English language skills with less |
| mistakes in class, don't they? Speaking, writing, | | | | interference of their respective Affective Filters. |
| grammar and spelling errors are practically way of life | | | | (Krashen-Terrell, 1983) Finally, there is correction of |
| with teachers and learners alike. It's a "healthy" problem | | | | errors by the teacher. An effective means, but one |
| though because with errors come corrections. And | | | | that should be last and the least frequently used form |
| with correction comes learning. (J. D. Brown, 1988) The | | | | of English or other foreign language correction. In |
| more errors learners make the more correction is | | | | cases where the EFL teacher may not be a native or |
| done. The more correction is done, the more leaning | | | | near-native speaker, has grammar or pronunciation |
| that takes place. We most often learn much more | | | | problems, heavy accent or speech traits or may |
| from our mistakes than our successes. True or False? | | | | otherwise desire to do so, recorded audio or video |
| Why Use Error Correction? | | | | materials could be used to provide corrective modeling. |
| When learners are producing language I class, whether | | | | (B. Kashru, 1983) |
| speaking or writing, they usually want to know when | | | | Identify the Errors and Correct |
| they make any serious mistakes in their production. Do | | | | Just for fun, let's try a few interesting examples. Can |
| your learners ever ask, "Teacher, is that okay?" | | | | you identify and correct the tag question, modal and |
| Certainly, they most probably do. In that case then, | | | | other errors in the following sentences? Also, the |
| some form or forms of error correction techniques | | | | corrected sentences should be true. |
| should prove to be useful. While it's not typically | | | | Today is Wednesday, aren't they? |
| recommended to correct learner errors while they are | | | | It's raining today, isn't we? |
| speaking, some speech or pronunciation correction | | | | She doesn't have a book, do he? |
| should be done immediately after their discourse. If | | | | He like coffee, do you? |
| many of the learners produce similar speech or | | | | Students should be allowed to fail exams. |
| pronunciation mistakes on a consistent basis, a lesson | | | | Teachers must to study everyday. |
| on that particular aspect may well be called for. English | | | | Students can fail all their exams and pass the course, |
| or other foreign language learners might also self or | | | | does he? |
| peer correct written work and reading in class. (M. | | | | You don't must to pay the university registration fee, |
| Spratt, 2003) | | | | can't you? |
| Peer Correction vs. Self-Correction | | | | Yesterday was Monday, isn't they? |
| There are essentially three basic forms of error | | | | So, how well do you think you did? If you have any |
| correction:o Self-correctiono Peer correctiono Teacher | | | | doubts or questions, feel free to contact me. |
| correction | | | | Remember, the more errors learners make the more |
| Of these the most effective in English or foreign | | | | correction is done. The more correction is done, the |
| language skills acquisition is self-correction. When | | | | more leaning that takes place. Let your learners know |
| learners realize and correct their own mistakes, they | | | | that making mistakes in English class is okay. Errors |
| are more effectively internalizing the language. The | | | | can be highly effective learning tools. We often learn |
| next most desirable and effective form is peer | | | | much more from our mistakes than our successes, |
| correction. When learners are able to recognize and | | | | now don't we? |