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  • "I Have A Compromise To Meet Him at 6:00 This Evening": Error Correction

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    Parvathy Prasad
    255 views7 pages
    The document provides guidance on correcting mistakes made by language learners. It discusses 6 examples of common mistakes made by students and recommends strategies for addressing each. The key points are: 1) Mistakes should be corrected with good timing to provide positive feedback without distracting students. 2) Different types of mistakes, such as false cognates or grammar errors, require different correction approaches depending on whether they occur during a discussion, role-play, or other activity. 3) Immediate correction of mistakes is best for vocabulary exercises, while other situations call for delayed or indirect correction to avoid interrupting fluency practice. 4) Effective mistake correction considers the source of errors and aims to clarify usage and

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    The document provides guidance on correcting mistakes made by language learners. It discusses 6 examples of common mistakes made by students and recommends strategies for addressing each. The key points are: 1) Mistakes should be corrected with good timing to provide positive feedback without distracting students. 2) Different types of mistakes, such as false cognates or grammar errors, require different correction approaches depending on whether they occur during a discussion, role-play, or other activity. 3) Immediate correction of mistakes is best for vocabulary exercises, while other situations call for delayed or indirect correction to avoid interrupting fluency practice. 4) Effective mistake correction considers the source of errors and aims to clarify usage and

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    255 views7 pages

    "I Have A Compromise To Meet Him at 6:00 This Evening": Error Correction

    Uploaded by

    Parvathy Prasad
    The document provides guidance on correcting mistakes made by language learners. It discusses 6 examples of common mistakes made by students and recommends strategies for addressing each. The key points are: 1) Mistakes should be corrected with good timing to provide positive feedback without distracting students. 2) Different types of mistakes, such as false cognates or grammar errors, require different correction approaches depending on whether they occur during a discussion, role-play, or other activity. 3) Immediate correction of mistakes is best for vocabulary exercises, while other situations call for delayed or indirect correction to avoid interrupting fluency practice. 4) Effective mistake correction considers the source of errors and aims to clarify usage and

    Copyright:

    © All Rights Reserved
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    of 7

    Error correction

         The person who never makes a mistake never tried anything new but correcting
    mistakes need good timing and a good technique to form positive feedback to our
    learners, each sentence of the ones bellowed with different situations have a mistake
    that can be analyzed as follows:

    1-     
                  “I have a compromise to meet him at 6:00 this evening”
       The problem of human being learning a new language is that they always choose
    words based on L1, which leads to False Cognate, I would complete the sentence
    with “I have an appointment to meet with him at 6:00 this evening”.
     This kind of mistake in such a situation (a vocabulary exercise) has to be corrected
    immediately.

         2-
                  “I go ski next weekend”
       The origin of mistake is related to Lapse and grammar; I would complete the
    sentence with “I’ll go skiing next weekend”.
           in such a situation (During a discussion) I would aurally indicate the student to
    repeat the full sentence by spotting the word “skiing”, and I would write the mistake
    down and wait until we have finished the discussion so we can focus on their fluency.

     
         3-
                 “Give me one glass of water, waiter!”
         The correct form is ‘’ Excuse me waiter, can I please have a glass of water? ‘’ it is
    unlikely a grammar and vocabulary mistake (L1 vocabulary or grammar pattern), in
    this situation (During a role-play), there are two possibilities of correction:
    a-    I can wait until the role-play is finished and simply point out the mistake.
    b-    I can elicit the correct form of answer from another student and then ask the right
    form the first student.

     
    4-
     
                “Mexico City is the greatest city in Mexico with almost 15 million
    people”
      The mistake is related to false cognate, the correct form is ‘’ Mexico City is the
    biggest city in Mexico with almost 15 million people‘’ this mistake occurs in a situation
    (vocabulary exercise) that allows me to correct it  immediately as it gives me a
    chance to open small brackets to teach them the difference between the two in
    usage and context.
       
          5-
      “She leaves in a small house in town”
    The mistake is related to L1 pronunciation, its correct form is “She lives in a small
    house in town.”
    In its situation (a group class activity) I would let my students finish their discussion
    then go back to every part of the discussion, spot the pronunciation mistakes they
    made the make them aware of it by writing both the correct and the false ones on the
    board and showing the difference between the two and how are they pronounced.

        6-
         “He can’t play football because of his damaged leg”
    The mistake is related to L1 vocabulary and the unsuccessful choice of words, it has
    to be corrected as follows “He can’t play football because of his injured leg.”
     The situation (a debate) in which the mistakes occurs does not allow the immediate
    correction so I would provide inputs on where to use damage and injure and other
    forms related to the topic.

     Correcting mistakes is not as easy as it seems to some teachers, it requires very


    good timing because as much as it helps it can distract and confuse your learner.
    Read the linked article from USA Today, “How the rest of the world barbecues” (see
    PDF below, if link does not work). Using the content in this article, write quizzes for a
    high intermediate (B-2) class. All four parts of this assignment are required.
    1. Select 3 vocabulary words from the article. Write a matching quiz with
    the words’ definitions. Use a simple definition that reflects how the word
    is used in the article.
    Example: vocabulary word - likely (adverb); definition: probably
    2. Select 3 words in the article that are adjectives. (Remember, an adjective
    modifies a noun. For example: Barking dogs seldom bite. Here the -ing
    form is used like an adjective. It modifies the noun "dogs.") Write 3
    questions that ask students to transform the word from a base form to an
    adjective form.
    Example: Base form: travel (verb)    Adjective form: traveling
    Put the correct form of the word into an example sentence; such as:  (Travel)
    ___________ foodie Kate Parham Kordsmeier offers a taste of how eight
    cultures prepare barbecue and where you can find each variation here in the
    USA.
    3. Write 3 reading comprehension of questions for details of the article.
    These should be short answer wh questions.
    Example: In what city can you find the restaurant Lee Lee’s Hot Kitchen?
    ____________ (Charleston)
    4. Explain what other kinds of questions and what other kinds of
    assessments you might use with this article. For example, would you
    have a writing assignment? If so, what kind of scoring would you use?
    1. Select three vocabulary words from the article. Write a
    matching quiz with the words’ definitions. Use a simple
    definition that reflects how the word is used in the
    article.

    Marinate - Verb; Definition: Soak (meat, fish, or other food) in


    a marinade.
    Sample sentence: The Chinese prefers to marinate meat with salt
    or soy sauce overnight before they fry or grill it.
    Cantonese cuisine – Char Siu also known as barbecued pork its
    ________with 5 spices powder.
    a) Spiked
    b) Marinated
    c) Mixed
    d) Cooked
    Accompaniment – Noun; Definition: (Food & Beverage) something
    that you eat or drink with something else. (Music) an
    instrumental or vocal part designed to support or complement a
    melody
    Sample sentence: When we eat a piece of birthday cake, we
    usually have an ice cream as an accompaniment.
    Each time when eating steak with my close friend Andrew, he
    would always have a glass of fine red wine as an __________.
    a) dessert
    b) vent
    c) enjoyment
    d) accompaniment
    Affectionate – Adjective; Definition: Showing feeling of
    liking or love.
    Sample sentences: Damian glanced at the redhead and touched her
    arm in an affectionate greeting. Amy is a very caring mother who
    shows how deeply ________ she is by cooking dinner for John
    every evening.
    a) hardworking
    b) passionate
    c) impatient
    d) affectionate

    2. Select three words in the article that are adjectives.


    Write three questions that ask students to transform the
    word from a base form to an adjective form.
    Communal derived from the noun common means shared = belonging to or
    used by a group of people rather than one single person.
    Cold derived from the noun coldness means at a low temperature,
    especially when compared to the temperature of the human body,
    and not hot, or warm.
    Sticky tending to stick, or covered with a substance that sticks.

    Now it is your turn to transfer the following words into adjectives


    and

    Noun Beauty delicious smoke


    Adjective ……… ……… ………

    Making barbecue in the woods was a (beauty) experience.


    I like having rice with chicken sauce; I think chicken and rice
    are (delicious) together.
    I know that restaurant is (smoke) because it makes barbecue.
    3. Write 3 reading comprehension of questions for details of the
    article. These should be short answer ‘’wh ‘’questions.

    In your opinion, what is the author’s purpose of this article?


    >
    Where did the author taste all of those variations of barbecue?
    >
    Why does the author believe that Americans are not stranger to
    the shish kebab?
    >

    4. Explain what other kinds of questions and what other kinds of


    assessments you might use with this article. For example, would
    you have a writing assignment? If so, what kind of scoring would
    you use?
    This article is rich of information and giving some two other
    assessments will help student to understand more and apply what
    they have learnt in class before, as for me I would add some
    discrete questions such as matching words with their synonyms or
    antonyms.
    Yes, I would have a writing assignment asking my students to
    talk about some barbecue restaurant they have been to, and to
    describe how was the environment in that restaurant (including
    clients, service, design and the location). About scoring I
    would use I focus on the following Criteria:
    - Organization: coherence.
    - Level of Content: how are the ideas matched and developed
    together.
    - Development: how the idea is developed.
    - Grammar & Mechanics: spelling, punctuation and grammar.
    - Style and Format.

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