3.1.
ERROR CORRECTION 2
Firstly remember that all students will make mistakes. It is part and parcel of learning a language
(and bear in mind that children learning their first language will make mistakes also; it is a natural
part of the process).
When to Correct
At one end of the spectrum are teachers who will correct every single error the student makes. This
can have negative results. Students may feel intimidated and stop speaking for fear of being
corrected in front of the class. It can interrupt the flow of speech and break a student's thought or
concentration. At the other end of the spectrum are teachers who do not correct any mistakes but
again this can have negative results. Students do not realise they are making mistakes and believe
they are error-free. Teachers can, of course, adopt a middle way. Here they might correct:
When the student needs correction in order to continue
When the meaning of what the student says is uncertain
When several students make the same mistake
How to Correct
You need to be careful with error correction. This is the wrong way to correct:
Student: I go at the park last night.
Teacher: Went
Student (looking confused): I went at the park last night.
Teacher: To
Student: I go to the park last night.
What has happened here is that the teacher has not been explicit and it has resulted in the student
losing the thread of their speech, not really understanding what they have done wrong and then
making further errors. If we look again at the 3 different scenarios when error correction is needed
there are different approaches to the way in which errors can be corrected.
1. When the student needs it to continue.
Student: I went to the... (Looks to the teacher for help)
Teacher: Park?
Student (triumphantly): I went to the park last night.
Teacher: Excellent.
Here the teacher offers a helping hand to the student when asked. The student won't feel
threatened or embarrassed by this as it is they who have asked for help.
2. When the meaning of what the student says is uncertain.
Student: I go at the park.
Teacher: Sorry? You go now or yesterday or tomorrow? When do you go to the park?
Student: Last night.
Teacher: Ah! Then it's: I went to the park.
Student: I went to the park.
Teacher: Excellent.
Here the teacher interrupts for clarification and then gives the correct language for the meaning to
be fully understood.
3. When several students make the same mistake.
In this case, the teacher will notice that several students make the same mistake. This indicates that
in all likelihood the whole class has this error. Thus the teacher may well decide to create a mini-
lesson around this particular error for another day. On that occasion they will explain the error and
the correction and get the students focusing on where they may be going wrong.
Correction Strategies
Gestures
Error Correction need not always be about the teacher butting into the conversation and correcting.
This, after all, is guaranteed to block fluency. Remember that hand signals can also be used and
are less intrusive.
Student: I go to the park last night.
Teacher: Points back over their own shoulder (a known gesture indicating the past)
Student (pauses for thought): I went to the park last night.
Teacher thumbs up
One advantage with this method is that because the teacher is not speaking, the student has a
chance to self-correct. Look at this extended dialogue:
Student: I go to the park last night.
Teacher: Holds up hand as stop sign; student stops and the teacher looks enquiringly
Student: Pauses for thought then looks blank and shrugs shoulders
Teacher: Gestures to class for their input and a bright spark at the back suggests the past tense
Teacher: Nods
Student: I went to the park last night.
Teacher: Thumbs up (or another appropriate gesture)
Recasting
The teacher will repeat what the student says but without an error.
Student: I go to the park last night.
Teacher: Ah, so you went to the park last night?
Student: Yes, I went to the park.
This strategy copies almost exactly how parents correct a child learning their first language. The
child may or may not correct their own language but in the end the correction will sink in. In the case
of the ESL classroom then the teacher can do this at the moment the error is made and the student
may or may not correct themselves there and then; if not and the error persists then a separate
mini-lesson is probably called for.
Remember that it is not whether to correct or not correct but rather when to correct. Students
always appreciate the fact that the teacher cares about his or her language learning process and
the only way for the student to evidence his or her improvement is through error correction. So don´t
ever feel embarrassed about correcting student´s mistakes but actually focus on error correction
and don’t forget to apply the techniques mentioned before.
