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In my English lessons I sometimes I find there is a tension between the correction of errors on the one hand, and the desire for communicative fluency on the other, and it can be relatively tricky to achieve a balance between the two.
It is difficult (and often counter productive)to interrupt group discussions that are in full flow in order to correct grammar or pronunciation and, although it can be much easier to correct errors when working one-to-one with a student, even then it can be distracting for the student to be stopped, corrected, and then have to continue where they left off.
Making a note of errors during activities for follow up work in successive lessons works to an extent, but I find this is not always satisfactory either.
I recently asked one of my student’s opinions on this, and she said that she much preferred to be corrected as soon as it was clear she had made a mistake. She felt that going over corrections at a later date was not very useful because the mistakes had often been forgotten by then, and discussions about the ‘mistake’ were out of context and consequently of little use.
How do you feel about error correction?
Do you prefer it if your teacher stops you immediately she or he recognizes an error, and then explains the language point to you?
Or do you prefer to carry on talking and then discuss any grammar or pronunciation problems when you have finished your speaking activity?
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About Angela Boothroyd
Hi Angela,
When I was studying for GCSE Welsh (2nd Language) I found it extremely distracting when my teacher would stop me part way through a conversation or spoken piece to correct an error in grammar or pronunciation, as the resulting discussion would lead me to lose concentration and focus. We came to an agreement that we would discuss any errors at the end, when I was more open to criticism and more likely to absorb the correction.
Speak to you soon,
Charles
Hi Charles,
Thank you very much for sharing your experiences of error correction.
I guess ultimately there isn’t an easy solution to the problem of when, and how, to correct errors and it is often down to personal preference (teacher and learner). Of course it’s relatively easy to accommodate learners’ personal preferences in one-to-one lessons, but much more difficult in a group situation and I, and most language teachers I think, find that it can, at times, be something of a challenge to ensure that we’re correcting errors in the most effective and acceptable way possible.
Students generally appreciate being corrected. I correct students during group activities. What do I correct? Some errors make meaning unclear for the teacher and the other students. Also, recent grammar, vocab….. lessons are usually followed by activities that beg for correction.
Hi Bonnie,
Thank you very much for your thoughts. Yes, I’ll usually try and jump in and correct if the errors are making meaning so unclear that it’s a problem. And if we’re having a lesson where the focus is on accuracy, then the students know to expect me to be interrupting more often. If fluency is our focus then I’ll try and step back and make notes for later. I do find it helps the students, and me, to have lessons where we focus on either one or the other (accuracy or fluency).
I am not a student but a 57yrs old house wife, who is now trying to correct her wrtten and spoken English, because i now enjoy Creative writing. My partner interupts me to correct me, and my response is anger. I feel he is demeaning me. If he just explained at the end i think/hope! i would take it as an error. I suppose the way he jumps in nocks my confidence. I am saying that people respond diffrently and the right way is for the individual needs to be found
AKA Jane
Hi Jane,
Thank you for sharing your thoughts.
Your feelings that interruptions for error correction knock your confidence echo those of some of my students. And of course if it’s a partner who is correcting, rather than a teacher, it brings it all to a much more personal level and is therefore even more likely to knock your confidence.
Students expect a teacher to correct them, and to interrupt at times; it’s all part of the professional teacher / student relationship and the teacher’s role. I imagine that spoken language error correction can sit uncomfortably within a personal relationship.
I still haven’t found the perfect approach to correcting students’ spoken English – I don’t suppose there is one really and, as you say, individuals respond differently anyway so teaching is inevitably a constant process of adaption in response to different students and lesson focus.
At least with your creative writing you can freely express yourself without interruption. Good luck with your writing, I hope it goes well for you