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    Tense, Pronunciation, Etc.: Correction Strategy Advantages Disadvantages

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    Atef Abdel Khalek
    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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    Tense, Pronunciation, Etc.: Correction Strategy Advantages Disadvantages

    Uploaded by

    Atef Abdel Khalek
    19 views1 page
    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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    Error Correction Strategies for teachers

    Original Title

    Correction Strategies

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    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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    © All Rights Reserved
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    19 views1 page

    Tense, Pronunciation, Etc.: Correction Strategy Advantages Disadvantages

    Uploaded by

    Atef Abdel Khalek
    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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    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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