Do you like being corrected?
Error correction is a well-worn topic and much has been written about it. In this blog, I don´t intend to reinvent the wheel but maybe throw some fresh light on it. In truth nobody likes to be corrected but unfortunately in language learning it is all part of the process. It is impossible to advance without learning from our mistakes. If we are not corrected these mistakes will become ingrained in our subconscious making it next to impossible to rectify. As teachers it is our job to point out when something has gone wrong and help our students to correct their errors. There are three types of mistakes that are typically made:
- Slips: These are common mistakes which students can correct themselves once the mistake has been pointed out to them i.e. How does it look like? instead of What does it look like?
- Errors: These are mistakes which they cannot correct themselves and therefore need explanation i.e. Do a cake instead of using the verb Make a cake
- Attempts: These are omissions that students make when they try to say something but do not yet know how to say it fully i.e. Explain me, Say me, Listen me
The way we give feedback and correct such mistakes will be influenced by which type we think the students are making. There are many reasons why students make mistakes whichever kind of mistakes they are. Perhaps their own language gets in the way because the way English expresses an idea or uses a grammatical construction is quite different to how it is done in their first language. As a result, they may make a slip, produce a deeply ingrained error or just rely on their first language when trying. False friends (words that sound the same but have different meanings) i.e. sensible. In English this means responsible whereas in Spanish it means sensitive. These False Friends can cause problems particularly for speakers of Romance languages.
Whatever the reason for learners getting it wrong, it is important for us as teachers to point out that making mistakes is a natural part of the process of learning. They shouldn´t see making errors as a weakness but rather as an opportunity to develop. By working out when and why things have gone wrong, students learn more about the language they are studying.
How to error correct effectively
To correct errors effectively without causing offence, we need to look at the type of activity the student is involved in. If for example they are involved in a role play or conversation, instant and intrusive correction is often inappropriate as it can upset the flow of the activity. It is better to wait until the activity is completed and then point out the mistakes bearing in mind not to upset our students or dent their confidence. This can be done as a classroom activity where we can highlight the errors on the board and give feedback generally without focusing on any one student.
In general, our job is to point out when something has gone wrong and see if the students can correct themselves. Maybe what they said or wrote was just a slip and they can correct themselves straightaway. Sometimes, however students cannot put mistakes right on their own because they fall into the category of errors or attempts so we are obliged to help them. We can do this by asking one of their fellow students who is more advanced to help or if that is not possible explain the problem ourselves. Peer correction is an advantage as it can reduce embarrassment on the part of the student being corrected and takes the spotlight off the teacher.
In conclusion, the most important point in error correction is to give explanations that are clear and concise in an atmosphere that is positive and conducive to learning. This will enable students to accept that making mistakes is all part of the learning process to help advance in their L2.