CORRECTING

LEARNERS

TKT
UNIT 31
 MAIN AIM
• The trainees will be aware of different
types of error correction and find out the
suitable one for each error type.
 Time line
• Useful to show the relationship between
the use of a vert tense and time.
• Ex. I have lived in Cuernavaca 2 years
ago .
 FINGER
• One finger usually stands for one
word. It’s useful when learners
miss a word or to enforce use of
contractions.
Gestures / Facial expressions

• Useful prompting learners’ slip

without interrupting them too
much
 Phonemic symbols –
• FOR PRONUNCIATION ERRORS.
 Echo correcting
• Repeating what learners say with a
raising intonation. Helpful to learners
correct slips by themselves.
 IDENTIFYING THE MISTAKE
• Focusing learners’ attention to the error,
maybe asking: “are you sure?”
 NOTES
• Taking notes of serious errors in order to
give feedback once the task has done.
Useful for fluency activities because it lets
learners keep on speaking.
 Peer / self-correction
• Keeps learners autonomous and
independent. Also lets teacher be aware
of learners’ need.
 IGNORING
• Minor errors in fluency activities or
above learners’ current level
• 1) Teacher correction – teacher writing
the right words instead of putting just
correction symbols.
• 2) Peer correction – correct and may
discuss each other.
• 3) Ignoring - Minor errors in creative
writings or above learners’ current level
Self-correction – usually with
guidance sheet.