The following picture reflects strategies and techniques teachers can use to correct written or oral mistakes.
ORAL CORRECTION
- Time lines | To draw a time line on the board to explain grammar in past, now and future. Students will know to use the correct verb tense. |
- Finger correction | It is a useful way to teach and correct utterances. This strategy has some benefits like the teacher doesn't need to speak to correct and prompts self-correction. |
- Gestures / Facial expressions | It is a great strategy to not interrupt students and make they correct themselves their slips. They will know certain gestures or will recognize easily and will create a correction immediately . |
- Echo correcting | Basically, it is to repeat learners´mistakes with rising intonations. It is an indirect way to determine where the mistake was in order students correct themselves. |
- Identifying the mistake | Generally, it is a techniques used with errors where the teacher explains that there is a problem and students needs to find and correct it. |
- Delayed correction | It is a good idea don't interrupt students to show or correct mistakes. It is better to take notes to write or tell students the mistakes to correct with the whole class. The teacher explains at the end of the activity the serious mistakes without the name of the learners. |
- Peer and self-correction | It helps to become independent of the teacher and correct their own mistakes or be a guide or help for other learners. They can correct each other and lear based on the mistakes. In self correction , they need a extra help like prompts to analyze error or slips. |
- Ignoring errors | Errors can be ignored when they don´t below to learners´language level. For instance, if a student has a presentation about a past event and needs to use a sentence in future, the teacher will not consider his mistake with future because they don´t learned it. |
- Recasting | It consists on recast a student utterance by rewording it and and saying it back to the learner in its improved form. |
- Reformulating | When students have mistakes it is better to repeat all the statement to get students notice the correct way without saying they have a problem. |
WRITTEN CORRECTION
Teacher correction |
Peer correction |
Self-correction |
Ignoring |
Reference:
Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3. Cambridge ESOL.