1
We can use this technique to show learners the relationship between the use of a verb tense and the time or aspect.
Time lines
This technique implies repeating the utterance correctly, without drawing the learner's attention to the mistake.
Reformulating
We use so students help each other improve
Peer correction
Symbols that interpret the kind of error made by the student
Correction code
We can use them to focus on mispronounced sounds by pointing at the relevant symbols on the:
Phonemic chart
What does Delayed Correction refer to?
To not indicate or correct mistakes at the time they are made. Correction is made at the end of the activity.
Why do we correct learners?
To show where they can improve
This technique implies repeating what a learner says with rising intonation to show the learner that there is a mistake somewhere.
Echo correcting
This technique is useful when we do not want to interrupt learners, but still want to show them that they have made a slip. These depend on what is appropriate for their culture and teaching situation.
Gestures and facial expressions
We can use this technique in oral correction to show learners where the mistake is without speaking and prompt learners to self-correct.
Finger correction
What is it called when we focus our learners attention to a specific error?
Identifying.
The repetition by rewording in the correct manner to the student
Recasting.
Identifying mistakes helps students in
Self correcting
There is a range of strategies and techniques we can use to indicate that there is a mistake, but these depend on a number of factors, such as:
Aim for the activity, the age of the learners and their language level.
When a subject is above the learners level or when we wait for the end of the roleplay to correct we are…
Ignoring mistakes
When we elicit the students on a new topic it is
Giving rule and example