ENG 571 Lecture 22: Ch 22 Classroom Management

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5 Dec 2019
School
Department
Course
Professor
Chapter 22: Tools and Techniques of Effective Second/Foreign Language
Teaching
Error Correction and Feedback
Types of Errors
Slips: Mistakes students can self-correct
Errors: Mistakes students cannot correct
Attempts: Mistake when student tries to say something they don’t know how to say yet
Global: major error in sentence structure that leads to confusion
Local: error in 1 element of sentence structure that doesn't lead to confusion of meaning
Types of Feedback
Type
Explanation
Example
When to Use
Overt Correction
The teacher corrects the
error
Student says
something like, “I
have twenty years”
instead of “I am
twenty”-- remind
student of the
proper grammar
Decide how you
want to use this
technique
depending on what
you’re going to
work on
Use when students
need practice
Recast: 344
The teacher repeats the
word or phrase correctly.
If a student says, I
want read”, the
teacher will say
“What do you want
to say?”
Use after student
makes an attempt
(mistake from trying
to explain
something they’re
confused on)
Questioning: 346-
347/354-355
The teacher asks about the
answer, e.g. “Does that
sound right?” ฀
When a student
makes a mistake,
the teacher will ask
did that sound
right aloud?
Use when a student
makes a slip-- a
mistake that can
usually be self-
corrected.
Denial
The teacher provides says
something like “That’s
wrong,” or “No” ฀
If the student makes
an error, the
teacher will flat out
reply “that’s
incorrect”
Use after student
makes an attempt
(mistake from trying
to explain
something they’re
confused on) or if
they’re suffering
from an attempt
(student makes
mistake on
explaining
something they’re
confused on).
Pinpointing
The teacher localizes the
error using a pause and
rising intonation to signal the
need for an alternate form.
When the teacher is
correcting a
student, they will go
“I want....Read?”
with “reading”
being higher in
tone.
Use when a student
makes a slip-- a
mistake that can
usually be self-
corrected.
Oral Cueing
The teacher provides
various grammatical
variations and allows the
student to select the correct
alternative
Teacher asks, Who
are _____?” With
choices “You” “Me”
“Them?”
Use when a student
makes a slip-- a
mistake that can
usually be self-
corrected.
Written Cueing
The teacher indicates the
error by giving a written cue
or by pointing to reminders
When writing,
teacher points to
poster focusing on
Use when a student
makes a slip-- a
mistake that can
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