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2.6.11 Correcting Mistakes
Last but not least the question of correction mistakes in speaking activities
should be discussed. There are teachers who constantly correct mistakes made during
speaking activities, either during pronunciation exercises or during discussion. But it is
important for the teachers to realize the right time to correct is. J. Harmer claims that:
“when students are repeating sentences trying to get their
pronunciation exactly right,
then the teacher will often correct (appropriately) every time there is a problem.”
(Harmer, 2004, 94) On the other hand, when students hold a discussion about a chosen
topic the teacher should not interrupt the discussion by correcting. I agree with the
opinion of Jeremy Harmer who says: “Constant interruption from the teacher will destroy
the purpose of the speakin
g activity.” (Harmer, 2004, 94)
Many teachers, when talking
about role-plays or discussion, prefer to watch or
observe, listen and take notes. After the role-play the teacher asks students about their
opinions and then the teacher presents his or her feedback. Generally speaking, the
principle of watching, listening and taking notes is
considered to be the most
appropriate.
Here I would lik
e to present R.S Brown‟s and Nation‟s ideas why students make
errors and at the same time they offer suggestions for teachers to improve teaching (the
suggestion are in the brackets). Their ideas are presented in a full version.
a.
The learner makes an error because the learner has not had sufficient chance to
observe the correct form or to develop sufficient knowledge of the language system.
[Don't correct the learner but give more models and opportunities to observe.]
b.
The learner makes an error because the learner has not observed the form
correctly. [Give a little correction by showing the learner the difference between the
correct form and the learner's error.]
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c.
The learner makes an error because of nervousness. [Don't correct. Use less
threatening activities or; if and when appropriate, joke with the person/class/yourself to
lighten the mood.]
d.
The learner makes an error because
the activity is difficult, that is, there are
many things the learner has to think about during the activity. This is sometimes called
cognitive overload. [Don't correct. Make the activity easier or give several chances to
repeat the activity.]
e.
The learner makes an error because the activity is confusing. Use of tongue
twisters,
for instance, for pronunciation can be confusing. [Don't correct. Improve the
activity.]
f.
The learner makes an error because the learner is using patterns from the first
language instead of the patterns from the second language. [Give some correction. If
there has been plenty of opportunity to develop knowledge of the second language,
then some time should be spent on correction to help the learner break out
of making
errors that are unlikely to change. Errors which are resistant to change are sometimes
called fossilized errors and imaginative correction is often needed to break the
fossilization. If there has not been a lot of opportunity to develop knowledge of the
second language, correct by telling the learner what to look for when observing people
using the second language. This is called consciousness rising. It does not actually
teach the correct form but makes the learner more aware of what to look for to learn it.]
g.
The learner makes an error because the learner
has been copying incorrect
models. [Correct the learner and provide better models.] (“Teaching Speaking:
Suggestion for the C
lassroom”)