SlideShare a Scribd company logo
1 of 14
06/13/13 Dr. Hanaa El-Baz 1
Methodology L7Methodology L7
Lecture
Error Correction and feedback
06/13/13 Dr. Hanaa El-Baz 2
Mistakes, Errors, and FeedbackMistakes, Errors, and Feedback
--Mistakes --------- are slips which students can correct
themselves once the mistake has pointed out to them.
They are not common among most students.
--Errors ----- mistakes which students can not correct
themselves and which need explanation.
--When responding to errors teachers should be seen as
providing feedback, helping students to reshape their
knowledge rather than telling students off because
they are wrong.
--Teachers’ reactions towards their students’ errors (you
are not a bad teacher).
06/13/13 Dr. Hanaa El-Baz 3
Causes or sources for the errors which mostCauses or sources for the errors which most
ESL or EFL students make at various stages:ESL or EFL students make at various stages:
1- (Interlingual transfer) L1 interference ----------Students who learn English as a
second language already have a deep knowledge of at least one language
------there are confusions between the two languages. Fluent knowledge of
the learners’ native language will help the teacher a lot.
Examples ------ the sounds f and v in English and Arabic ------------- In
grammar when the two languages use different systems
Ex. She is a girl beautiful
2- (Intraligual transfer )Over-generalization--------- Developmental errors
Examples--------she is nicer than him. Here the acquisition of more for
comparatives is over-generalized and mixed up with the rule that the
student has learnt. The comparative adjectives are formed of an adjective
+ er. Errors of this kind are part of a natural language acquisition
process.
The early stages of language learning are characterized by a
predominance of the interference (interlingual transfer) but once
learners have begun to acquire parts of the new language system,
more and more intralingual transfer is manifested.
06/13/13 Dr. Hanaa El-Baz 4
Assessing student performanceAssessing student performance
Teachers can assess students’ performance through:
1- tests-exams
2- comments in and outside the class ------- oral comments,
ex. Good and written comments ex. paragraph two is
confusing because the sequence of events is not clear.
3- Marks and grades, if we want to give grades, we need to
decide on what basis we are going to do this and be able to
describe this to the students.
4- Reports, at the end of a term or year teachers write reports
on their students’ performance
06/13/13 Dr. Hanaa El-Baz 5
5- Students assessing themselves, we can ask students at the
end of an activity how well they think they have got on. Or
tell them to add a written comment to a piece of written
work they have completed, giving their own assessment of
that work.
What do you think, can we use this technique in our
classrooms ????????????
Assessing student performanceAssessing student performance
cont.cont.
06/13/13 Dr. Hanaa El-Baz 6
Feedback during oral workFeedback during oral work
Feedback -------- IS assessment + correction
Though feedback can be very helpful during oral work,
teachers should not deal with all oral production in the
same way. Decisions about how to react to our students’
performance will depend upon
- The stage of the lesson
- The activity ( communicative and non communicative
activities).
- The type of mistake made and
- The particular student who is making the mistake
06/13/13 Dr. Hanaa El-Baz 7
Accuracy and FluencyAccuracy and Fluency
A distinction is often made between accuracy and fluency. We
need to decide whether a particular activity in the class is
designed to expect the students’ complete accuracy, as in the
study of a piece of grammar or a pronunciation exercise. Or we
are asking students to use the language as fluently as possible.
-There is a need to make a clear difference between non-
communicative and communicative activities. Whereas the
former are generally intended to ensure correctness, the latter
are designed to improve language fluency.
06/13/13 Dr. Hanaa El-Baz 8
- When students are involved in accuracy work, it is part of the
teacher’s function to point out and correct the errors that
students are making.
- During communicative activities, it is generally felt that teachers
should not interrupt students to point out a grammatical, lexical,
or pronunciation errors.
- Processing language for communication is the best way for
processing language for acquisition. Teacher intervention in
such circumstances can raise stress levels and stop the
acquisition process in its tracks.
Accuracy and Fluency cont.Accuracy and Fluency cont.
06/13/13 Dr. Hanaa El-Baz 9
Accuracy and Fluency cont.Accuracy and Fluency cont.
-Nothing in language teaching is that simple, of course there are
times during communicative activities when teachers may want to
offer corrections because students’ communication might be at risk,
or because this might be just the right moment to draw students’
attention to a certain problem.
---Do we need to correct all students’ errors????????
-Teachers will not react to absolutely every error that a student
makes if this will de-motivate the student. There is a need to judge
just the right moment to correct. In communicative activities or
fluency activities, it means deciding if and when to intervene at all.
06/13/13 Dr. Hanaa El-Baz 10
Three techniques for correctingThree techniques for correcting
students’ errorsstudents’ errors
1- Self-correction
2- Student-to-student correction
3- Teacher-correction
Correction is usually made up of two main stages:
- 1-Teachers show students that a mistake has been
made (showing incorrectness)
- 2-teachers help students to do something about it
06/13/13 Dr. Hanaa El-Baz 11
Three techniques for correctingThree techniques for correcting
students’ errors cont.students’ errors cont.
- Showing incorrectness techniques are useful for what we are
assuming to be language mistakes rather than errors. Students are
expected to be able to correct themselves once the problem has
been pointed out. If not, there is a need to use alternative
techniques (student-to-student correction or teacher-correction)
1- Self- correction --------there is a need to use any or some of the
following showing incorrectness techniques to help students
recognize that there is something wrong
1- Repeating--------T. asks S. to repeat------say it again.
2- Echoing-------T. repeats what the S. said pin-pointing the error
3- statement or questions --------T. says that is not quite right. Or
do you think this answer is right?
06/13/13 Dr. Hanaa El-Baz 12
Three techniques for correctingThree techniques for correcting
students’ errors cont.students’ errors cont.
4-Expressions ----facial expressions or gestures to
indicate that something is wrong here.
Be careful when using expressions and gestures??????
5-Hinting---------a quick way to help students to
activate the rules they already know. Teacher might
say the word ‘tense’ or countable and uncountable.
This kind of hinting depends upon the fact that both
teacher and students are sharing a meta-language
(linguistic terms) which, when whispered to
students, will help them to correct themselves.
06/13/13 Dr. Hanaa El-Baz 13
Three techniques for correctingThree techniques for correcting
students’ errors cont.students’ errors cont.
2- Student-to-student correction (getting it right
techniques)
If student is unable to correct herself, sometimes we might
ask students to correct each other. Student-to-student
correction works well in classes where there is a
cooperative atmosphere. However don’t forget all
about the first student who provides the wrong answer.
You need to involve her in one way or another.
06/13/13 Dr. Hanaa El-Baz 14
Three techniques for correctingThree techniques for correcting
students’ errors cont.students’ errors cont.
3-Teacher-correction
If both self-correction and student-to-student
correction don’t work , there is a need to
correct your student’s error yourself.
Remember that your students may well be
more capable than you think. As teachers we
often feel a desire to rush in with the correct
response before students have had enough time
to process information in their minds.
Thanks
The end

More Related Content

What's hot

Remedial English Instruction (5 of 16)
Remedial English Instruction (5 of 16)Remedial English Instruction (5 of 16)
Remedial English Instruction (5 of 16)Nheru Veraflor
 
Language based approach
Language based approachLanguage based approach
Language based approachekafathe
 
Teaching grammar
Teaching grammarTeaching grammar
Teaching grammarAti Tesol
 
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...A. Tenry Lawangen Aspat Colle
 
Material development in elt current issues
Material development in elt current issues Material development in elt current issues
Material development in elt current issues Aprilianty Wid
 
Difference between EGP and ESP
Difference between EGP and ESPDifference between EGP and ESP
Difference between EGP and ESPalirezahajarian
 
Listening Demonstration Plan in English Grade 7
Listening Demonstration Plan in English Grade 7Listening Demonstration Plan in English Grade 7
Listening Demonstration Plan in English Grade 7Pristine Estorque
 
English for Specific Purposes (16 of 16)
English for Specific Purposes (16 of 16)English for Specific Purposes (16 of 16)
English for Specific Purposes (16 of 16)Nheru Veraflor
 
English for Specific Purposes
English for Specific PurposesEnglish for Specific Purposes
English for Specific PurposesRoj Eusala
 
Teaching grammar
Teaching grammarTeaching grammar
Teaching grammarMontse Irun
 
Assessing grammar
Assessing grammarAssessing grammar
Assessing grammarSamcruz5
 
Views about language
Views about languageViews about language
Views about languageShiela Aringo
 
Children & Adolescent Literature
Children & Adolescent LiteratureChildren & Adolescent Literature
Children & Adolescent LiteratureSherwin Daquioag
 
Approaches to teaching literature in efl classrooms
Approaches to teaching literature in efl classroomsApproaches to teaching literature in efl classrooms
Approaches to teaching literature in efl classroomsAprilianty Wid
 
Final demo teaching english 7 figures of speech(october 02, 2017)
Final demo teaching english 7 figures of speech(october 02, 2017)Final demo teaching english 7 figures of speech(october 02, 2017)
Final demo teaching english 7 figures of speech(october 02, 2017)Mabini College of Batangas
 
Teaching speaking brown
Teaching speaking brownTeaching speaking brown
Teaching speaking brownshohreh12345
 
Evaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELTEvaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELTRBLmadev Class 2018
 

What's hot (20)

Remedial English Instruction (5 of 16)
Remedial English Instruction (5 of 16)Remedial English Instruction (5 of 16)
Remedial English Instruction (5 of 16)
 
Language based approach
Language based approachLanguage based approach
Language based approach
 
Macro skills in learning
Macro skills in learningMacro skills in learning
Macro skills in learning
 
Teaching grammar
Teaching grammarTeaching grammar
Teaching grammar
 
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...
 
Material development in elt current issues
Material development in elt current issues Material development in elt current issues
Material development in elt current issues
 
Assessing listening
Assessing listeningAssessing listening
Assessing listening
 
Difference between EGP and ESP
Difference between EGP and ESPDifference between EGP and ESP
Difference between EGP and ESP
 
Listening Demonstration Plan in English Grade 7
Listening Demonstration Plan in English Grade 7Listening Demonstration Plan in English Grade 7
Listening Demonstration Plan in English Grade 7
 
Materials development
Materials developmentMaterials development
Materials development
 
English for Specific Purposes (16 of 16)
English for Specific Purposes (16 of 16)English for Specific Purposes (16 of 16)
English for Specific Purposes (16 of 16)
 
English for Specific Purposes
English for Specific PurposesEnglish for Specific Purposes
English for Specific Purposes
 
Teaching grammar
Teaching grammarTeaching grammar
Teaching grammar
 
Assessing grammar
Assessing grammarAssessing grammar
Assessing grammar
 
Views about language
Views about languageViews about language
Views about language
 
Children & Adolescent Literature
Children & Adolescent LiteratureChildren & Adolescent Literature
Children & Adolescent Literature
 
Approaches to teaching literature in efl classrooms
Approaches to teaching literature in efl classroomsApproaches to teaching literature in efl classrooms
Approaches to teaching literature in efl classrooms
 
Final demo teaching english 7 figures of speech(october 02, 2017)
Final demo teaching english 7 figures of speech(october 02, 2017)Final demo teaching english 7 figures of speech(october 02, 2017)
Final demo teaching english 7 figures of speech(october 02, 2017)
 
Teaching speaking brown
Teaching speaking brownTeaching speaking brown
Teaching speaking brown
 
Evaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELTEvaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELT
 

Similar to Error correction and feedback

Similar to Error correction and feedback (20)

Feedback
FeedbackFeedback
Feedback
 
PPP.pptx
PPP.pptxPPP.pptx
PPP.pptx
 
Techniques of error analysis
Techniques of error analysisTechniques of error analysis
Techniques of error analysis
 
Task based learning
Task based learningTask based learning
Task based learning
 
The role of error
The role of errorThe role of error
The role of error
 
Why feedback
Why feedbackWhy feedback
Why feedback
 
Importance of feedback in teaching and learning languages
Importance of feedback in teaching and learning languagesImportance of feedback in teaching and learning languages
Importance of feedback in teaching and learning languages
 
Bab 1
Bab 1Bab 1
Bab 1
 
Module 1 by Ana Tudor
Module 1 by Ana TudorModule 1 by Ana Tudor
Module 1 by Ana Tudor
 
The direct method by beny i.n. nadeak, s.pd
The direct method by beny i.n. nadeak, s.pdThe direct method by beny i.n. nadeak, s.pd
The direct method by beny i.n. nadeak, s.pd
 
Teaching practice
Teaching practiceTeaching practice
Teaching practice
 
SLA Sla final project
SLA Sla final projectSLA Sla final project
SLA Sla final project
 
Respond Oral Errors
Respond Oral ErrorsRespond Oral Errors
Respond Oral Errors
 
Teaching speaking
Teaching speakingTeaching speaking
Teaching speaking
 
5. Teaching Reading, Speaking & Listening.pdf
5. Teaching Reading, Speaking & Listening.pdf5. Teaching Reading, Speaking & Listening.pdf
5. Teaching Reading, Speaking & Listening.pdf
 
Learner Feedback
Learner FeedbackLearner Feedback
Learner Feedback
 
Guidelines for Language Classroom Instruction
Guidelines for Language Classroom InstructionGuidelines for Language Classroom Instruction
Guidelines for Language Classroom Instruction
 
Task Based Learning
Task Based LearningTask Based Learning
Task Based Learning
 
Current approaches to correcting errors in speech when learning a foreign lan...
Current approaches to correcting errors in speech when learning a foreign lan...Current approaches to correcting errors in speech when learning a foreign lan...
Current approaches to correcting errors in speech when learning a foreign lan...
 
The Audio Lingual Method
The Audio Lingual MethodThe Audio Lingual Method
The Audio Lingual Method
 

More from Ahmed Hussein

Classroom management
Classroom managementClassroom management
Classroom managementAhmed Hussein
 
Classroom disruption
Classroom disruptionClassroom disruption
Classroom disruptionAhmed Hussein
 
Classroom management strategies for effective instruction
Classroom management strategies for effective instructionClassroom management strategies for effective instruction
Classroom management strategies for effective instructionAhmed Hussein
 
Classroom management presentation nov 20th
Classroom management presentation nov 20thClassroom management presentation nov 20th
Classroom management presentation nov 20thAhmed Hussein
 
Classroom management 2
Classroom management 2Classroom management 2
Classroom management 2Ahmed Hussein
 
Distressed disruptive behavior
Distressed disruptive behaviorDistressed disruptive behavior
Distressed disruptive behaviorAhmed Hussein
 
Thesis statements work shop
Thesis statements work shop Thesis statements work shop
Thesis statements work shop Ahmed Hussein
 
4 learner language interlanguage
4 learner language interlanguage4 learner language interlanguage
4 learner language interlanguageAhmed Hussein
 
4 learner error analysis
4 learner error analysis4 learner error analysis
4 learner error analysisAhmed Hussein
 
Error correction in a communicative class
Error correction in a communicative classError correction in a communicative class
Error correction in a communicative classAhmed Hussein
 
English grammar teaching
English grammar teachingEnglish grammar teaching
English grammar teachingAhmed Hussein
 
مقرر المناهج كلية التربه _المحاضررة الثالثة
مقرر المناهج كلية التربه _المحاضررة الثالثةمقرر المناهج كلية التربه _المحاضررة الثالثة
مقرر المناهج كلية التربه _المحاضررة الثالثةAhmed Hussein
 
مقرر المناهج كلية التربه _المحاضرةالسابعة
مقرر المناهج كلية التربه _المحاضرةالسابعةمقرر المناهج كلية التربه _المحاضرةالسابعة
مقرر المناهج كلية التربه _المحاضرةالسابعةAhmed Hussein
 

More from Ahmed Hussein (20)

English Grammers
English GrammersEnglish Grammers
English Grammers
 
Disruptive behavior
Disruptive behaviorDisruptive behavior
Disruptive behavior
 
Classroom management
Classroom managementClassroom management
Classroom management
 
Classroom disruption
Classroom disruptionClassroom disruption
Classroom disruption
 
Classroom management strategies for effective instruction
Classroom management strategies for effective instructionClassroom management strategies for effective instruction
Classroom management strategies for effective instruction
 
Classroom management presentation nov 20th
Classroom management presentation nov 20thClassroom management presentation nov 20th
Classroom management presentation nov 20th
 
Classroom management 2
Classroom management 2Classroom management 2
Classroom management 2
 
Distressed disruptive behavior
Distressed disruptive behaviorDistressed disruptive behavior
Distressed disruptive behavior
 
Thesis statements work shop
Thesis statements work shop Thesis statements work shop
Thesis statements work shop
 
Essay writing
Essay writingEssay writing
Essay writing
 
Thesis writing
Thesis writingThesis writing
Thesis writing
 
4 learner language interlanguage
4 learner language interlanguage4 learner language interlanguage
4 learner language interlanguage
 
4 learner error analysis
4 learner error analysis4 learner error analysis
4 learner error analysis
 
Error. analysis
Error. analysisError. analysis
Error. analysis
 
Error correction
Error correctionError correction
Error correction
 
Error correction in a communicative class
Error correction in a communicative classError correction in a communicative class
Error correction in a communicative class
 
English grammar teaching
English grammar teachingEnglish grammar teaching
English grammar teaching
 
Error
ErrorError
Error
 
مقرر المناهج كلية التربه _المحاضررة الثالثة
مقرر المناهج كلية التربه _المحاضررة الثالثةمقرر المناهج كلية التربه _المحاضررة الثالثة
مقرر المناهج كلية التربه _المحاضررة الثالثة
 
مقرر المناهج كلية التربه _المحاضرةالسابعة
مقرر المناهج كلية التربه _المحاضرةالسابعةمقرر المناهج كلية التربه _المحاضرةالسابعة
مقرر المناهج كلية التربه _المحاضرةالسابعة
 

Recently uploaded

What is Model Inheritance in Odoo 17 ERP
What is Model Inheritance in Odoo 17 ERPWhat is Model Inheritance in Odoo 17 ERP
What is Model Inheritance in Odoo 17 ERPCeline George
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Celine George
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxHumphrey A Beña
 
Earth Day Presentation wow hello nice great
Earth Day Presentation wow hello nice greatEarth Day Presentation wow hello nice great
Earth Day Presentation wow hello nice greatYousafMalik24
 
Gas measurement O2,Co2,& ph) 04/2024.pptx
Gas measurement O2,Co2,& ph) 04/2024.pptxGas measurement O2,Co2,& ph) 04/2024.pptx
Gas measurement O2,Co2,& ph) 04/2024.pptxDr.Ibrahim Hassaan
 
ECONOMIC CONTEXT - LONG FORM TV DRAMA - PPT
ECONOMIC CONTEXT - LONG FORM TV DRAMA - PPTECONOMIC CONTEXT - LONG FORM TV DRAMA - PPT
ECONOMIC CONTEXT - LONG FORM TV DRAMA - PPTiammrhaywood
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4MiaBumagat1
 
Q4 English4 Week3 PPT Melcnmg-based.pptx
Q4 English4 Week3 PPT Melcnmg-based.pptxQ4 English4 Week3 PPT Melcnmg-based.pptx
Q4 English4 Week3 PPT Melcnmg-based.pptxnelietumpap1
 
Roles & Responsibilities in Pharmacovigilance
Roles & Responsibilities in PharmacovigilanceRoles & Responsibilities in Pharmacovigilance
Roles & Responsibilities in PharmacovigilanceSamikshaHamane
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...Postal Advocate Inc.
 
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdfLike-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdfMr Bounab Samir
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...Nguyen Thanh Tu Collection
 
ECONOMIC CONTEXT - PAPER 1 Q3: NEWSPAPERS.pptx
ECONOMIC CONTEXT - PAPER 1 Q3: NEWSPAPERS.pptxECONOMIC CONTEXT - PAPER 1 Q3: NEWSPAPERS.pptx
ECONOMIC CONTEXT - PAPER 1 Q3: NEWSPAPERS.pptxiammrhaywood
 
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITYISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITYKayeClaireEstoconing
 
ACC 2024 Chronicles. Cardiology. Exam.pdf
ACC 2024 Chronicles. Cardiology. Exam.pdfACC 2024 Chronicles. Cardiology. Exam.pdf
ACC 2024 Chronicles. Cardiology. Exam.pdfSpandanaRallapalli
 

Recently uploaded (20)

What is Model Inheritance in Odoo 17 ERP
What is Model Inheritance in Odoo 17 ERPWhat is Model Inheritance in Odoo 17 ERP
What is Model Inheritance in Odoo 17 ERP
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17
 
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
 
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptxLEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
 
Earth Day Presentation wow hello nice great
Earth Day Presentation wow hello nice greatEarth Day Presentation wow hello nice great
Earth Day Presentation wow hello nice great
 
Raw materials used in Herbal Cosmetics.pptx
Raw materials used in Herbal Cosmetics.pptxRaw materials used in Herbal Cosmetics.pptx
Raw materials used in Herbal Cosmetics.pptx
 
Gas measurement O2,Co2,& ph) 04/2024.pptx
Gas measurement O2,Co2,& ph) 04/2024.pptxGas measurement O2,Co2,& ph) 04/2024.pptx
Gas measurement O2,Co2,& ph) 04/2024.pptx
 
ECONOMIC CONTEXT - LONG FORM TV DRAMA - PPT
ECONOMIC CONTEXT - LONG FORM TV DRAMA - PPTECONOMIC CONTEXT - LONG FORM TV DRAMA - PPT
ECONOMIC CONTEXT - LONG FORM TV DRAMA - PPT
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4
 
Q4 English4 Week3 PPT Melcnmg-based.pptx
Q4 English4 Week3 PPT Melcnmg-based.pptxQ4 English4 Week3 PPT Melcnmg-based.pptx
Q4 English4 Week3 PPT Melcnmg-based.pptx
 
Roles & Responsibilities in Pharmacovigilance
Roles & Responsibilities in PharmacovigilanceRoles & Responsibilities in Pharmacovigilance
Roles & Responsibilities in Pharmacovigilance
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
 
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdfLike-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
 
ECONOMIC CONTEXT - PAPER 1 Q3: NEWSPAPERS.pptx
ECONOMIC CONTEXT - PAPER 1 Q3: NEWSPAPERS.pptxECONOMIC CONTEXT - PAPER 1 Q3: NEWSPAPERS.pptx
ECONOMIC CONTEXT - PAPER 1 Q3: NEWSPAPERS.pptx
 
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITYISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
 
ACC 2024 Chronicles. Cardiology. Exam.pdf
ACC 2024 Chronicles. Cardiology. Exam.pdfACC 2024 Chronicles. Cardiology. Exam.pdf
ACC 2024 Chronicles. Cardiology. Exam.pdf
 

Error correction and feedback

  • 1. 06/13/13 Dr. Hanaa El-Baz 1 Methodology L7Methodology L7 Lecture Error Correction and feedback
  • 2. 06/13/13 Dr. Hanaa El-Baz 2 Mistakes, Errors, and FeedbackMistakes, Errors, and Feedback --Mistakes --------- are slips which students can correct themselves once the mistake has pointed out to them. They are not common among most students. --Errors ----- mistakes which students can not correct themselves and which need explanation. --When responding to errors teachers should be seen as providing feedback, helping students to reshape their knowledge rather than telling students off because they are wrong. --Teachers’ reactions towards their students’ errors (you are not a bad teacher).
  • 3. 06/13/13 Dr. Hanaa El-Baz 3 Causes or sources for the errors which mostCauses or sources for the errors which most ESL or EFL students make at various stages:ESL or EFL students make at various stages: 1- (Interlingual transfer) L1 interference ----------Students who learn English as a second language already have a deep knowledge of at least one language ------there are confusions between the two languages. Fluent knowledge of the learners’ native language will help the teacher a lot. Examples ------ the sounds f and v in English and Arabic ------------- In grammar when the two languages use different systems Ex. She is a girl beautiful 2- (Intraligual transfer )Over-generalization--------- Developmental errors Examples--------she is nicer than him. Here the acquisition of more for comparatives is over-generalized and mixed up with the rule that the student has learnt. The comparative adjectives are formed of an adjective + er. Errors of this kind are part of a natural language acquisition process. The early stages of language learning are characterized by a predominance of the interference (interlingual transfer) but once learners have begun to acquire parts of the new language system, more and more intralingual transfer is manifested.
  • 4. 06/13/13 Dr. Hanaa El-Baz 4 Assessing student performanceAssessing student performance Teachers can assess students’ performance through: 1- tests-exams 2- comments in and outside the class ------- oral comments, ex. Good and written comments ex. paragraph two is confusing because the sequence of events is not clear. 3- Marks and grades, if we want to give grades, we need to decide on what basis we are going to do this and be able to describe this to the students. 4- Reports, at the end of a term or year teachers write reports on their students’ performance
  • 5. 06/13/13 Dr. Hanaa El-Baz 5 5- Students assessing themselves, we can ask students at the end of an activity how well they think they have got on. Or tell them to add a written comment to a piece of written work they have completed, giving their own assessment of that work. What do you think, can we use this technique in our classrooms ???????????? Assessing student performanceAssessing student performance cont.cont.
  • 6. 06/13/13 Dr. Hanaa El-Baz 6 Feedback during oral workFeedback during oral work Feedback -------- IS assessment + correction Though feedback can be very helpful during oral work, teachers should not deal with all oral production in the same way. Decisions about how to react to our students’ performance will depend upon - The stage of the lesson - The activity ( communicative and non communicative activities). - The type of mistake made and - The particular student who is making the mistake
  • 7. 06/13/13 Dr. Hanaa El-Baz 7 Accuracy and FluencyAccuracy and Fluency A distinction is often made between accuracy and fluency. We need to decide whether a particular activity in the class is designed to expect the students’ complete accuracy, as in the study of a piece of grammar or a pronunciation exercise. Or we are asking students to use the language as fluently as possible. -There is a need to make a clear difference between non- communicative and communicative activities. Whereas the former are generally intended to ensure correctness, the latter are designed to improve language fluency.
  • 8. 06/13/13 Dr. Hanaa El-Baz 8 - When students are involved in accuracy work, it is part of the teacher’s function to point out and correct the errors that students are making. - During communicative activities, it is generally felt that teachers should not interrupt students to point out a grammatical, lexical, or pronunciation errors. - Processing language for communication is the best way for processing language for acquisition. Teacher intervention in such circumstances can raise stress levels and stop the acquisition process in its tracks. Accuracy and Fluency cont.Accuracy and Fluency cont.
  • 9. 06/13/13 Dr. Hanaa El-Baz 9 Accuracy and Fluency cont.Accuracy and Fluency cont. -Nothing in language teaching is that simple, of course there are times during communicative activities when teachers may want to offer corrections because students’ communication might be at risk, or because this might be just the right moment to draw students’ attention to a certain problem. ---Do we need to correct all students’ errors???????? -Teachers will not react to absolutely every error that a student makes if this will de-motivate the student. There is a need to judge just the right moment to correct. In communicative activities or fluency activities, it means deciding if and when to intervene at all.
  • 10. 06/13/13 Dr. Hanaa El-Baz 10 Three techniques for correctingThree techniques for correcting students’ errorsstudents’ errors 1- Self-correction 2- Student-to-student correction 3- Teacher-correction Correction is usually made up of two main stages: - 1-Teachers show students that a mistake has been made (showing incorrectness) - 2-teachers help students to do something about it
  • 11. 06/13/13 Dr. Hanaa El-Baz 11 Three techniques for correctingThree techniques for correcting students’ errors cont.students’ errors cont. - Showing incorrectness techniques are useful for what we are assuming to be language mistakes rather than errors. Students are expected to be able to correct themselves once the problem has been pointed out. If not, there is a need to use alternative techniques (student-to-student correction or teacher-correction) 1- Self- correction --------there is a need to use any or some of the following showing incorrectness techniques to help students recognize that there is something wrong 1- Repeating--------T. asks S. to repeat------say it again. 2- Echoing-------T. repeats what the S. said pin-pointing the error 3- statement or questions --------T. says that is not quite right. Or do you think this answer is right?
  • 12. 06/13/13 Dr. Hanaa El-Baz 12 Three techniques for correctingThree techniques for correcting students’ errors cont.students’ errors cont. 4-Expressions ----facial expressions or gestures to indicate that something is wrong here. Be careful when using expressions and gestures?????? 5-Hinting---------a quick way to help students to activate the rules they already know. Teacher might say the word ‘tense’ or countable and uncountable. This kind of hinting depends upon the fact that both teacher and students are sharing a meta-language (linguistic terms) which, when whispered to students, will help them to correct themselves.
  • 13. 06/13/13 Dr. Hanaa El-Baz 13 Three techniques for correctingThree techniques for correcting students’ errors cont.students’ errors cont. 2- Student-to-student correction (getting it right techniques) If student is unable to correct herself, sometimes we might ask students to correct each other. Student-to-student correction works well in classes where there is a cooperative atmosphere. However don’t forget all about the first student who provides the wrong answer. You need to involve her in one way or another.
  • 14. 06/13/13 Dr. Hanaa El-Baz 14 Three techniques for correctingThree techniques for correcting students’ errors cont.students’ errors cont. 3-Teacher-correction If both self-correction and student-to-student correction don’t work , there is a need to correct your student’s error yourself. Remember that your students may well be more capable than you think. As teachers we often feel a desire to rush in with the correct response before students have had enough time to process information in their minds. Thanks The end