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Tense, Pronunciation, Etc.: Correction Strategy Advantages Disadvantages

The document discusses different error correction strategies that can be used when teaching English, including prompting using terminology, repeating the utterance, using finger correction, asking clarifying questions, reformulating statements, and delayed correction. The strategies vary in their advantages like being easy to use or not interrupting flow, and disadvantages like requiring familiarity with terminology or possible lack of understanding of the correction.

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Atef Abdel Khalek
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41 views1 page

Tense, Pronunciation, Etc.: Correction Strategy Advantages Disadvantages

The document discusses different error correction strategies that can be used when teaching English, including prompting using terminology, repeating the utterance, using finger correction, asking clarifying questions, reformulating statements, and delayed correction. The strategies vary in their advantages like being easy to use or not interrupting flow, and disadvantages like requiring familiarity with terminology or possible lack of understanding of the correction.

Uploaded by

Atef Abdel Khalek
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Error Correction Strategies

Cambridge CELTA

Correction strategy Advantages Disadvantages

a Teacher prompts using Easy to use. Learners need to be familiar


with the terminology used.
terminology, e.g. grammar, Indicates the type of error that
the learner should be looking It can stop the flow of the
tense, pronunciation, etc. for. discussion.

b Teacher repeats the Quick and easy. Gives Teacher needs to use
utterance to the point of the guidance to where exactly the appropriate intonation, or
error. e.g. Yesterday you ... problem is. gesture, to ensure that the
learner understands that this is
a correction procedure and
not part of communication.

Moreover, it might sound like


echoing.

c Finger correction (Teacher Gives a very clear indication of Only works with short
uses fingers to indicate the where the problem is. Quite utterances. Takes practice for
position of the error.) flexible – can be used to most teachers to become
indicate the need to put a confident.
word in, take a word out, run
words together (‘I’m’ etc.).

d Teacher asks a question, e.g. A good way to discover the questions need to be clear and
Do you mean you go learner’s intended message easy to answer to avoid
everyday? and repairs the further confusing the learner.
communication after a
breakdown.

e Reformulation, e.g. You Quick and easy. Doesn’t break Learners may not realize that
went to the beach the flow of communication. they are being corrected and it
may therefore have a little
impact.

f Delayed correction Does not interfere with the Correction sometimes has less
flow of communication. The impact if served cold but if it
teacher has time to prepare was a fluency activity, it has to
what to say, rather than be delayed in order not to
having to do it immediately. stop/slow the flow.

The CELTA Course - Cambridge

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