How do we correct?

Questions to consider:

How should we look at errors?

When do we correct?

How do we correct?




Attitudes to error

Errors are an essential and normal part of the language learning process. We shouldn’t regard them as ‘bad’ or ‘wrong’. They are useful. ‘Useful’ meaning that the students need feedback i.e. correction and an explanation, as much as possible, as to why the error is corrected the way it is. Students like being corrected if it is done in a positive way.



When do we correct?

Immediate correction is useful but shouldn’t be overly used throughout an entire lesson. It can be demotivating and hard to understand. Delayed correction at the end of an activity is often very helpful and more lasting. Noting down errors on the board for example or in the students’ notebooks can give them a lasting pointer as to how not or how to use the language.



How do we correct?


Indicate where the error has been made verbally and with finger recognition.


Indicate what type of error it is. For example the students say something with an incorrect pronunciation and the teacher says ‘pronunciation’ with rising intonation.


See if the students can error correct themselves by saying their mistake again with rising intonation i.e. you are questioning what they have said.


Check to see if other students can correct the error by asking the class e.g. ‘that’s goods but can you help?’


Teacher corrects either on the board or verbally.


Get the students to say it again correctly.








How do we indicate the type of error?

Repeating up to the word before the error.

Fingers to indicate the word in which the error occurred.

Gestures- wavering your hand, arms, facial expression etc.

Say ‘ Good but try again’

Use terminology words – say – stress, preposition, tense, verb etc.

Use the board

Use the phonetic chart