01

Ayu Mara fatimah

GROUP
21901073067

02
Firda Rohmatul Aimah
21901073009

10 03
Hindun Noor Ayni
219010730078
1
MISTAKES
AND
FEEDBACK GRE
EN
01
STUDENTS
MAKE
MISTAKES
STUDENTS MAKE MISTAKES

Why students go on making the same

mistakes?
• Not all mistakes are same
• Sometimes they seem to be deeply ingrained
• Students correct themselves
CATEGORIES OF MISTAKES

SLIPS ERRORS ATTEMPS

Mistakes which students Mistakes which they When students try to say
can correct themselves can’t correct themselves something but don’t yet
once on the mistakes has and which therefore need know the correct way of
been pointed out to them. explanation. saying it.
DISTINCT SOURCES OF ERRORS

L1 DEVELOPMENTAL
‘INTERFERENCE’ ERRORS
Students who learn English as a second language mistakes that children commonly commit when
already have a deep knowledge of at least one first learning language. Language acquisition is
other language. an impressive cognitive achievement attained by
humans. The majority of words that children
first learn are often used correctly.
02
ASSESSING
STUDENT
PERFORMANCE
 Teachers Assessing
Students
Assessment of performance can be explicit when we said
“that was really good”.
Students are likely to receive teacher assessment in terms of praise or
blame.
Praise is a vital component in student’s progress and motivation.
TWO PART RESPONSE OF STUDENT’S
WORKS

Medal is what we give students The mission is the direction we

for doing something well give them to improve
 Apart from tests and exams there are a number of ways
in which we can assess our student’s work

Comments Marks and grades Reports

 Students Assessing
Themselves

Students can also be extremely effective at monitoring and judging their

own language production. They frequently have a very clear idea of how

well they are doing or have done, and if we help them to develop this

awareness, and may greatly enhance learning.

03
FEED BACK
DURING
ORAL
WORK
TYPE OF MISTAKE MADE AND THE PARTICULAR STUDENT
WHO IS MAKING THAT MISTAKE

Accuracy Feedback
and during fluency
fluency work

Feedback
during
accuracy
work
 Accuracy and fluency

A distinction is often made between accuracy and fluency.

We need to decide whether particular activity in the JE SUIS JOLIE
classroom is designed to expect the students' complete
accuracy or whether we are asking the students to use the
language as fluently as possible.
Feedback during accuracy work

BONJOUR Feedback during accuracy work

correction is usually made up of two
distinct stages. In the first, teachers
show students that a mistake has been
made, and in the second, if necessary,
they help the students to do something
about it.
Alternative techniques to correct the
students
• Showing incorrectness
• Getting it right.
 Feedback during fluency work

The way in which we respond to students

There are way that we can
when they speak in a fluency activity will have a
respond to our students:
significant bearing not only on how well they
• Gentle correction
perform at the time but also on
• Recording mistakes
how they behave in fluency activities
in the future. • After the event
 Does anyone
have any questions?

THANKS!