Error Correction This is a four part video series by Peggy
Marcy from California State University, San Bernardino, California.
Hendrickson posed five questions regarding correction back in 1978.
1.
Should we correct language errors?
2.
When should they be corrected?
3.
Who should do the correcting?
4.
Which errors should be corrected?
5.
How should the corrections be made?
Let�s talk about some of the general answers presented for each.
This first video will consider the first three questions.
The next video in the series will look at what type of errors there are and the last
two videos will explore ways of providing corrective feedback.
First, should we correct or not?
All the research shows that even feedback not shown to have a lot of positive results
is better than no feedback.
That should comfort a new teacher because even poorly done correction is better than
no correction � as long as no one is emotional hurt from the feedback.
In other words, anger and yelling are never appropriate feedback.
So, since we should make corrections, when should we make them?
This is largely a choice between immediate correction or delayed correction.
Both have shown some positive results, but immediate correction appears to make the greatest
impact on the learner�s language choices.
However, that does not mean that every error should be immediately corrected.
Nor should every correction be delayed.
It is possible to use a combination.
For example, sometimes the instructor wants to focus on communication.
In those cases, errors affecting the meaning and understanding will likely be immediately
corrected, but other grammar or pronunciation or pragmatic errors may be delayed until after
the activity is completed.
There are times when fluency is being practiced and others where accuracy is the focus.
Another factor in this is whether it appears to be an individual problem or something several
learners struggle with.
Some teachers keep unobtrusive lists of the errors made and by whom.
Then, after the same mistake a couple of times, they might stop and do an immediate group
correction.
Afterwards, they may speak with various individuals offering delayed feedback.
Next, let�s answer the question of who should be involved in error correction.
Generally, there are three options: self-correction, peer correction, and teacher correction.
For the most part, students and teachers believe that instructors should be responsible for
the most feedback.
However, when students are taught helpful methods of self-correction, they are willing
to attempt it.
Self-correction should be increased as the learner improves in their language abilities
and skills.
While teacher education highly promotes peer correction, where classmates help find each
others mistakes, surveys of students and teachers suggest little trust or respect of this method.
I admit that I haven�t used a lot of peer correction in speaking classes except that
I know it occurs in pair and group work naturally.
If the instructor has created a safe environment, then there should be no negative attitudes
attached to peer feedback.
When I used peer correction in my ESL writing classes, I spent time explaining the purpose,
which was that it was more likely they would find mistakes in their classmate�s essay
than in their own.
Then, they could recognize that issue when they re-read their own essay.
So, I didn�t really want them to use peer correction to help the other classmate, but
to help themselves.
I share this example as a way to say there are lots of reasons for peer correction in
the ESL/EFL class.
The next video in this series will look at error types and then the last two videos will
explore corrective feedback types.