HANOI PEDAGOGICAL UNIVERSITY FACULTY OF FOREIGN LANGUAGES ***** LE THI THUY TRANG AN INVESTIGATION INTO THE PREFERRED ERROR CORRECTION TECHNIQUES EMPLOYED BY TEACHERS OF ENGLISH AND SUGGESTIONS FOR TEACHERS IN SPEAKING LESSONS AT GREEN SCHOOL ENGLISH CENTER, HUONG CANH, BINH XUYEN, VINH PHUC (SUBMITTED IN PARTIAL FULFILLMENT OF REQUIREMENTS OF THE DEGREE OF BARCHELOR OF PEDAGOGY IN ENGLISH) Supervisor : TRAN THI NGAN, M.A Ha Noi, May 2018 ACKNOWLEDGEMENTS A completed study would not be done without any assistance Therefore, the author who conducted this research gratefully gives acknowledgement to their support and motivation during the time of doing this research I would like to take this opportunity to express my gratitude to the people who made it possible for me complete this thesis for graduation First and foremost, I want to send the deepest appreciation to my supervisor: Mrs Tran Thi Ngan-a lecturer at Hanoi Pedagogical University for her insightful advice and suggestions and kind encouragement Without her help and guidance, I would not have been able to complete my research work I want to express my sincere gratitude to the committee members for their advices and invaluable feedbacks Without their assistance, I would not be able to complete this research In addition, I also wish to thank my colleagues and students in Green school English center, Huong Canh, Binh Xuyen, Vinh Phuc who participate in the survey ABSTRACT It may seem that error correction is a simple procedure which does not need to be examined, but it is the opposite of the truth It is necessary that teachers are wellinformed about how students perceive error correction in order to teach effectively Error correction is a fundamental process of language teaching By correcting the learners’ errors can help students to recognize where they are wrong From that students can enhance their use of English, especially in speaking skill There are different techniques which birng benefits or drawbacks to correct errors in teaching language In this study, the paper presents the preferred error correction techniques which the teachers in Green School English center tend to use to correct their students’ errors TABLE OF CONTENT ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENT CHAPTER INTRODUCTION 1.1 Rationale .1 1.2 Research scope 1.3 Research questions 1.4 Research significance 1.5 Design of the research CHAPTER LITERATURE REVIEW 2.1 Overview of errors 2.1.1 Definitions of Error 2.1.2 Errors versus Mistake 2.1.3 Types of Errors 2.1.3.1 Grammatical Errors 2.1.3.2 Discourse errors 2.1.3.3 Phonological errors 2.1.3.4 Lexical errors 2.2 Errors correction strategies in speaking lessons 2.2.1 Definitions of error correction 2.2.2 Types of error correction 2.2.2.1 Teacher correction 2.2.2.2 Peer correction 2.2.2.3 Self-correction .9 2.2.3 Common error correction techniques 2.2.3.1 Explicit correction .10 2.2.3.2 Recast 10 2.2.3.3 Clarification requests 11 2.2.3.4 Metalinguistic clues .11 2.2.3.5 Elicitation 11 2.2.3.6 Repetition 11 2.3 Timing of error correction 11 2.3.1 Immediate correction .12 2.3.2 Non-Immediate Correction 12 CHAPTER METHODOLOGY 14 3.1 An overview of the research site 14 3.1.1 Research question 14 3.1.2 Participants 14 3.1.3 Research instruments .14 3.1.4 Questionnaires .14 3.1.5 Classroom observation 14 3.2 Data analysis .15 3.2.1 Data analysis from questionnaires 15 3.2.1.1 Demographic information 15 3.2.1.2 Teachers’ error correction techniques 15 3.2.2 Data analysis from Class observation form 17 CHAPTER FINDINGS, DISCUSSIONS, RECOMMENDATIONS AND APPLICATIONS 19 4.1 Findings and discussions .19 4.1.1 Teachers’ awareness of error correction: .19 4.1.2 Teachers’ preferred error-correction strategy: 19 4.1.3 Problems for Error correction 19 4.1.4 Suggestions to improve effectiveness of using explicit correction in speaking lessons .20 4.2 Recommendations 21 4.2.1 Reducing error correction frequency 21 4.2.2 Creating some activities for students to practice 21 4.2.3 Correcting Errors strategically 22 4.2.4 Deciding Time to correct errors 22 4.2.5 Applying different error - correction strategies 22 4.3 Applications 23 4.4 Pedagogical Implication 23 4.5 Suggestions for further studies 24 CHAPTER CONCLUSION 25 5.1 Summary .25 5.2 Limitation of the study 25 REFERENCES 26 APPENDIX 29 APPENDIX 32 CHAPTER INTRODUCTION 1.1 Rationale Due to its special importance in nowadays’ social-economic life, learning English is necessary for a lot of people The center of English teaching and learning is to master four skills including speaking, listening, reading and writing Of which, speaking is regarded as the most difficult for learners to develop because it requires them to produce the language most of the time spontaneously of without enough time to construct appropriate and correct utterances Over a long period, considerable attention has been paid to errors and error correction in speaking classes (Ellis, 1994) There is nobody who is able to learn a foreign language without making errors during the phases of language acquisition That is why this field of study deserves a great deal of linguists’ attention Proving feedback and correcting errors to learners on their performance is a fundamental aspect of teaching because making errors is a part of learning, and error correction should be done selectively in order to have better results in the classroom Teachers are an essential part of this learning process, as they are usually those who help students to correct their errors and to avoid them in the future If error correction is done correctly, it can make students be able to use language fluently and accurately in the right contexts However, if it is done incorrectly, it might bring harms to students For example, it can hinder the learners’ confidence of using language, especially when they speak To most language teachers, correcting learners’ oral errors is one of the most frustrating tasks because it has more potential for subjectivity due to individual variables (Cohen, 1998) Generally, different teachers have different techniques to correct errors Some teachers often like showing explicitly that the learners were wrong and giving directly correction, some others prefer to attract students’ attention on their errors by raising teacher’s voice Because of that, this study is conducted with the aim to find out the preferred error correction techniques in speaking lessons The results contribute to enhance the quality of teaching English in Green School English center 1.2 Research scope Due to the limits of time, ability and availability of the data, the researcher intends to investigate the current situation of correcting errors in speaking lessons at Green school English center and find out appropriate error-correction strategies for application in real context The respondents of this study are limited to the teachers at Green school English center, therefore, their opinions of appropriate error-correction strategies in speaking lessons might not be representative of all teachers of English nationwide 1.3 Research questions The research is carried out to answer the following question: What are teachers’ preferred error correction techniques in speaking lesons? 1.4 Research significance Learners’ errors are significant to both teaching and learning, for errors are evidence of their learning development This study, therefore, will contribute a new implication to second language acquisition, particularly, to the area of error correction in speaking class Pedagogically, information obtained from this study might help teachers of English get insights into oral errors and oral error correction From this they adjust their teaching and apply appropriate error-correction strategies to make error-correction more effective These will help to enhance the quality of English teaching efficiency and learning English 1.5 Design of the research The study consists of five main parts: Chapter 1: Introduction: it consists of the rationales, scope, significance, research question and design of the research Chapter 2: Literature Review: this chapter presents various concepts relevant to the research topic such as the overview of errors which reviews the definitions of errors as well as types of errors This chapter also includes the views of appropriate error-correction techniques in which, when, what, who and how to correct errors effectively are mentioned in detail Chapter 3: Methodology: this part presents the research question, participant It also focuses on the data collection instruments, presentation and analysis of the data, gives a detailed presentation and analysis of the data from the questionnaires and classroom observation Chapter 4: Findings, Discussions, Recommendations and Applications: it consists of some discussions and interpretations of the findings of the study This chapter also provides some recommendations for effective error correction in speaking lessons Applications, engages the practice of error correction in speaking lessons by following the three-stage model Chapter 5: Conclusion: this chapter includes the summary of the study and some pedagogical implications for correcting errors appropriately in speaking lessons This part also points out some limitations of the study and provides some suggestions for further studies CHAPTER LITERATURE REVIEW Following the introduction, the theoretical assumptions as well as the findings about error correction and error correction techniques from previous empirical research will be reviewed to discuss the approaches to teaching and learning speaking This chapter will also discuss the overall views of errors Finally, timing of error correction will conclude the literature review 2.1 Overview of errors 2.1.1 Definitions of Error It is essential to understand what the term error stands for Different teachers have different opinions about error These are based on their own perspectives and aspects of study According to Lennon (1991) an error is “a linguistic form or combination of forms which in the same context and under similar conditions of production would, in all likelihood, not be produced by the speakers’ native speaker’s counterparts” Besides that, Hendrickson (1980) defines “error” as “an utterance, form, or structure that a particular language teacher deems unacceptable because of its inappropriate use or its absence in real-life discourse” Even though there are so many definitions based on the native speaker language norms, it is apparent that the definitions created in such way are problematic Nowadays, the most of the language teachers are not native speakers of the language they teach In practice, this means that students are permanently exposed to the nonnative language model, so the language used in the classrooms might be different from the native speaker norm Moreover, teachers are more focused on students’ abilities to communicate the message, rather than a grammatical level of the language (Allwright and Bailey, 1991) In the light of this, an error could be a deviation from a phonological or grammatical rule, an incorrect form or expression in a particular situation Considering that the purpose of the current research focuses on the correction of oral errors, it is not of primary importance to understand all the actual reasons behind errors Consequently, the definition employed for the purpose of this research considers the term “error” to refer to the language deviated from the Standard English, and/or that are deemed to be inaccurate students with comments, information or questions related to the error and indicate to students that their statement has not been understood so they have to repeat or reformulate their statement, accounted for 6,3 and 5,3 respectively Besides, repetition, which means repeating the student’s error and adjusting intonation to draw student’s attention to it, was 4,6 And the last was repetition which rarely used by the teachers with the average score was only Through, observing the lessons, it was found out that error correction was not appropriate and effective The teachers did not always correct common and persistent errors A lot of attention was paid to grammatical and phonological errors Moreover, there was always a problem When the teachers corrected immediately and straightly, which broke down the students’ speech, and in some cases, the learners had to restart their conversations or statements, not to mention their discouragement to speak By the way, the teachers seemed to corrected errors in a negative way, especially when the students could not correct the errors immediately 18 CHAPTER FINDINGS, DISCUSSIONS, RECOMMENDATIONS AND APPLICATIONS 4.1 Findings and discussions 4.1.1 Teachers’ awareness of error correction: The results of the study indicated that the teachers were still influenced much by the traditional teaching methods It means that they gave so much effort to explain and talk, which consumed time and caused confusion to the students as well Moreover, it is difficult for the students to understand the words that why their error making is obvious By the way, it seems that there is still a big gap between theory and practice in classroom The results of the study also demonstrated that the teachers used both explicit types and implicit types of correction methods However, explicit error correction was used in most cases 4.1.2 Teachers’ preferred error-correction strategy: Regarding the results and the author’s observation, it can be seen that the teachers in Green School English Center seem to use Explicit correction, which is showing directly the correction of the learners’ errors, the most This method can help students know exactly where they are wrong and how to correct, but as mentioned above it might disrupt students and hinder their speaking motivation 4.1.3 Problems for Error correction Based on the observation of the author, it can be seen that there are some problems for error correction in teaching speaking The first one is that too much correction can make students hesitate at speaking especially the students in Green School English center are almost primary students Secondly, sometimes correction does not work Students show with their facial expressions or body language that they are not open to correction because of the use of inappropriate error correction or correction by teachers is not suitable with them Thirdly, some of the teachers have not been trained in term of error correction They correct error based on their thought only This is also a big problem Last but not least, the use of explicit correction still has some drawbacks So what can be done to limit them? 19 4.1.4 Suggestions to improve effectiveness of using explicit correction in speaking lessons Because of the directness of this error correction technique so as mentioned above, it might bring harm to students like disrupting them from speaking and losing their speaking motivation It is important for teachers to be aware of the view that errors should neither be tolerated nor corrected excessively Error correction should help learners become more accurate and not insist too much on standard English, so it should not be a kind of criticism or punishment Teachers bear in mind that learner’s errors are a natural and necessary part of the learning process Not all errors are signs of learners’ failure to learn, so the teachers should make use of errors with a view to having better results in the classroom In order to so, the teachers must regularly improve their teaching methods by attending conferences, workshops and refresher courses; learning online; and/or regularly updating teaching methods through books, journals and periodicals, etc As a matter of fact, many teachers seldom consider the importance of input activities Their teaching follows rigidly the tasks designed in the textbook In speaking lessons, it is advisable to provide the students with both background and language knowledge related to the topic so that they can speak better Thus, input activities should be interesting and meaningful for the students The better the input activities are the fewer errors the students make Through input based activities, the teachers provide students with basic grammatical knowledge, vocabulary and pronunciation, and enable them to use the language appropriately in different contexts A clear understanding of objectives and focus of a lesson helps teachers make better input activities Besides, the teachers should take students’ variables into consideration As the number of students in a class is large, the teachers’ input activities should meet the majority Besides that, ask the students how they want to be corrected is also a good way This sounds obvious but it can be easily overlooked Talk to students about error correction and to find out from them how they like to be corrected Often students have clear ideas about how they would like you to correct them With large groups teachers may have to go with the majority, but if teachers have a small group, they can cater for individual needs 20 Moreover, teachers should be trained in terms of error correction strategies such as making positive comments, how to use grades for corrections and reporting about errors In addition, teachers should be informed about developing self-, peer- and group corrections among students (Harmer, 1991) EFL teachers should create a balance between accuracy and fluency and design activities to show incorrectness such as hinting, reformulations and repetitions In conclusion, teachers should consider that errors are the natural parts of learning; thus, they should be gentle when they correct errors As explicit correction is most commonly used in speaking lessons at the center, its effectiveness needs to be consider However, its drawback as disrupting students needs to be limited by using flexibly other types of error corrections in suitable situations teachers also need to involve other students in correcting process 4.2 Recommendations Error correction in speaking classes needs a special treatment thus every learner gives different reactions to correction given by the teachers Making the students be able to use the language fluently and accurately in the right contexts is the main purpose of most of speaking class This is the reason why error is suggested being corrected appropriately and strategically Here are some recommendations: 4.2.1 Reducing error correction frequency The teachers are encouraged to be more tolerant toward the students’ oral errors because there are some special problems of students that affect their ability to notice errors and they will be interrupted while they are talking Too many corrections might hinder the students from speaking Additionally, it is believed that he students often feel more confident of using the target language when the teachers and their friends tolerate the students’ errors in speaking lessons 4.2.2 Creating some activities for students to practice It is clear that the more students can practice, the less mistakes they make If the students can use the correct target language as much as possible, they can master it better So, some activities for students to practice speaking should be involved in the lessons such as playing vocabulary game, reading musical chants, … Those activities can help to encourage the students to speak without hesitation From that they can improve their ability to speak English In order to design the appropriate materials to 21 constantly answer learns’ needs and to meet their learning goals, the teachers should take into consideration a variety of factors affecting learning outcomes such as learners’ needs, interest, and levels of English, … 4.2.3 Correcting Errors strategically With oral correction, teachers must not let the correction of linguistic errors discourage the students from wanting to share their opinion It is advisable that errors which not mislead the comprehension should not be corrected immediately than those that present comprehension from the listeners Comprehension breakdown often happens not because of grammatical errors but phonological ones, so phonological errors should have a priority to be corrected Moreover, simple errors should be more often corrected than complex ones because they are easy to be understood and recognized for the teachers and learners It means that the teachers should not correct advanced errors with the learners’ level of development because it doesn’t have effective results in learning 4.2.4 Deciding Time to correct errors When Error should be corrected is truly a big question because both immediately and non - immediate correction have their own pro and cons correcting right when the students are talking which interrupt them but correcting later might be difficult for the teacher to arouse full attention It is optional for teachers to decide when to correct Maybe when the speech is going on, teachers should go round listening to the students, give them encouragement, write down errors on a piece of paper and then correct all of them in front of class In other cases, teachers should deal with error later, either at the end of the task or lesson 4.2.5 Applying different error - correction strategies There are a number of error - correction strategies like verbal strategy, accepting strategy, correction - avoiding strategy, cue - giving strategy, gesture – using strategy, etc In order to have successful English correction, the teachers should choose appropriate ones to deal with different types of errors made by students Besides different strategy also has advantages and disadvantages and suits for different types of English However, the most important strategy is to help student to be able to carry out self-correction Because the teachers can not all ways correct errors for students in every cases For the errors that have been corrected incorrectly, the students should be provided with the correct forms by the teachers 22 4.3 Applications In order to get more success in correcting oral errors, the practice of English communication is vital for the teacher According to Bailey (2005), when the interaction is in progress, the teacher listens to learners ‘second language utterances to clarify the errors, their frequency and gravity Then he or she will decide on suitable errors-correction strategies for individual students The three-stage model below to correct an error is suggested: In the first part, seeing if the learners initiate a self-correction is what the teacher should In most cases, a cue (e.g.: a voice signal) can signal that an error has occurred Using a facial expression to indicate there is a problem when a learner says something involves less Giving learners enough time to self – corrected is an effective technique in its self In the second stage, if self – correction doesn’t work, asking the learner’s peers for assistance is a good way This approach will help the other students to be engaged in what is happening in the reaction Moreover, peer correction is a useful technique as learners can feel less intimidated being helped by others in the class However, if the learner cannot process the correction, not prolong the situation, but note it for additional practice or for focus at a later time when the learner has progressed in overall language proficiency and is developmentally ready to deal with the aspect of the language that has caused the problem In the third stage, if self – correction and peer correction don’t work well, the teacher should help the learner with the correction with appropriate error – correction strategies The teacher can give the reason why the error is made and suggest for the students to avoid it the next time Last but not least, the ways that the teacher corrects errors must not upset the learners The teacher must also be concerned with what the student can and cannot understand and provide adaptive, qualified and motivating support for the individual learner in his learning process By following this process and determining the types of errors to treat, more well informed decisions can be made with errors that impair communication, stigmatize the learner, or are repeated often 4.4 Pedagogical Implication It is important to restate that this study is planned to offer some insights to the teachers’ perception of oral error correction There could be a number of ways in 23 which the results of the present study might be applied to classroom practice The first thing is to approach to error - correction in the language classroom cannot be rigid Immediate and rigid correction may interfere with and alter learners’ path of thinking Secondly, it is not necessary to correct all the errors Overcorrection is not good and hence corrections should make important errors stand out so that the students can use the target language correctly and avoid making errors Moreover, teachers should be sensitive enough to tolerate some errors, especially those that are evidence of learning taking place Lastly, a good understanding of the nation of error is essential Therefore, the teachers should be aware of the system of errors 4.5 Suggestions for further studies This study opens up other areas for investigation into error correction Actually there were a lot of researchers which had been done to find out about error - correction but the preferred error - correction techniques were not much mentioned If the teacher turns to consider students’ individual differences thoroughly and uses several different correction strategies according to their needs, demands, and preferences, then the effect might be more satisfying for the students 24 CHAPTER CONCLUSION 5.1 Summary The purposes of this study were to investigate preferred error - correction strategies used by the teachers in Green School English Centre and to suggest some recommendations, applications and pedagogical implications in order to improve the situation The findings show that the preferred error - correction technique is explicit correction and errors should be treated carefully However, everything has its own bad and good points and this technique as well And besides this preferred method, using more student correction and implicit correction at suitable time so as not to interrupt students’ speech, and taking students’ variable in account Significantly, error - correction will help improve student language knowledge as well as skills In brief, the study successfully fulfils its aims as started in research question 5.2 Limitation of the study The present study is limited in that the number of participants was small, so it is difficult to make generalizations Besides there maybe differences concerning perception of error - correction types as helpful or unhelpful among groups of differing educational background If this study were to be repeated, a larger population could bring more conclusive data about the cause, nature and extent of those differences Moreover, this issues such as timing, manner and type of correction are so broad and complex that they cannot be explained comprehensively and inclusively by a limited study such as the present one 25 REFERENCES Allan, D (1991) Tape Journal: Bridging the Gap between Communication and Correction English Teaching Journal, 45(1), pp 61-66 Allwright, R (1975) Problems in the Study of the Language Teacher's Treatment of Learner Error In M.K Burt & H.C Dulay (Eds.), On TESOL 75: New Directions in Second Language Learning, Teaching, and Bilingual Education, (pp 96-109) Washington, D.C.: TESOL Allwright, D., & Bailey, K M (1991) Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers New York: CUP Bailey, K.M (2005) Practical English Language Teaching: Speaking New York: McGraw-Hill Brown, H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy New Jersey: Prentice Hall Regents Burt, K.M., & Kiparsky, C (1972) A Repair Manual for English Rowley, MA: Newbury House Burt, H D (1975) Error Analysis in the Adult EFL Classroom TESOL Quarterly, 9(1), pp 53-63 Carroll, S., & Swain, M (1993) Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations Studies in SLA 15, pp 357-386 Chaudron, C (1986) Teachers‟ Priorities in Correcting Learners‟ Errors in French Immersion Classes In R Day (Ed.), Talking to Learn: Conversation in SLA Rowley: Newbury House 10 Chaudron, C (1987) The Role of Error Correction in Second Language Teaching In B.K Das (Ed.), Patterns of Classroom Interaction in Southeast Asia, pp 17-50 Singapore: SEAMEO Regional Language Centre 11 Chomsky, N (1959) Review of Verbal Behaviour by B F Skinner Language, 35, pp 26-58 12 Chun, A E., Day, R R., Chenoweth, N A., & Luppescu, S (1982) Errors, Interaction, and Correction: A Study of Native-nonnative Conversations TESOL Quarterly 16, pp 537-546 26 13 Cohen, A D (1975) Error Correction and the Training of Language Teachers Modern Language Journal, 59(8), pp 414-422 14 Cohen, A D (1998) Strategies in Learning and Using a Second Language New York:Longman 15 Corder, S P (1967) The Significance of Learner‟s Errors International Review of Applied Linguistics (5), pp 161-170 16 Lê Văn Canh, (2004) Understanding Foreign Language Teaching Methodology Hanoi: VNU Publishing House 17 Littlewood, W T (1981) Communicative Language Teaching: An Introduction Cambridge: CUP 18 Littlewood, W T (1984) Foreign and Second Language Learning: Language Acquisition Research and its Implications for the Classroom Cambridge; New York: CUP 19 Lynch, T (1996) Communication in the Language Classroom Oxford: OUP 20 Maicusi et all, (1999) The Error in the Second Language Acquisition Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas, 11, pp 168-173 Retrieved November, th 2010 from: http://www.encuentrojournal.org/textos/11.17.pdf Mitchell, R., & Myles, F (1998) Second Language Learning Theories London: Anold 21 Norrish, J (1983) Language Learners and Their Errors: Essential Language Teaching Series London: Macmillan 22 Nunan, D (1988) Syllabus Design Oxford: OUP 23 Nunan, D (1992) Research Methods in Language Learning Cambridge; New York: CUP 24 Nunan, D., & Lamb, C (1996) The Self-directed Teacher: Managing the Learning Process In Cambridge Language Education Series Cambridge: CUP 25 Richards, J C., Platt, J., & Webber, H (1987) Longman Dictionary of Applied Linguistics London: Longman 26 Richards, J C., & Lockhart, C (1996) Reflective Teaching in Second Language Classrooms New York: CUP 27 27 Selinker, L (1972) Interlanguage International Review of Applied Linguistics in Language Teaching 10, (3), pp 209-231 28 Skinner, B F (1957) Verbal Behavior New York: Appleton-Century-Crofts 47 Stern, H H (1992) Issues and Options in Language Teaching New York: OUP 29 Tanner, R., & Green, C (1998) Tasks for Teacher Education: A Reflective Approach London: Longman - 51 – 30 Truscott, J (1999) What's Wrong with Oral Grammar Correction? Canadian Modern Language Review, 55(4), pp 347-366 Retrieved November, 4th 2010 from http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/554/554-Truscott.html 31 Walz, J C (1982) Error Correction Techniques for the FL Classroom Language in Education: Theory & Practice, (50), Washington, D.C.: Center for Applied Linguistics 28 APPENDIX THE QUESTIONNAIRE FOR TEACHERS Questionnaire for teachers of English in Green school English center This questionnaire is designed to collect the opinions from teachers of English at green school English center The assistance in completing the survey is highly appreciated All the provided information is anonymous and used only for the aims of the study, not for the other purposes Demographic information: Please tick in the box that best suits to you: • Age: 23-25  26-29  30-35  • Years of teaching: from 1-3 years  From to years  More than years  How often you correct your students’ errors? a Always b Usually c Sometimes d Seldom e Never Which of the following you think is the suitble way to correct students’ errors? a Giving some comments, information or asking yes/no questions associated in the errors to help students recognize their errors b Saying directly that the student is wrong and corrects the error c Requiring the students to repeat to help the teacher understands the point d Repeating the error and asking some detailed questions e Having the students fill in the rest of their wrong statements by pausing them when they are fail f Attracting the student’s attention by repeating the sentence and changing tone of voice What will you in the following situations/cases in speaking lessons Please circle your choice(s) in answering each of the following questions A student says: “she know me” 29 a, Providing your students with comments, information or questions related to the error b, Giving direct corrections of the error c, Indicating to students that their statement has not been understood so they have to repeat or reformulate their statement d, Repeating the error and implicitly showing that it is wrong by asking some questions e, Pausing their statement in order to encourage learners to fill in the rest or asking them to reformulate the statement f, Repeating the student’s error and adjusting intonation to draw student’s attention to it g, Other (please specify…………………………………………………….) A student says: “Now I ‘m learning English news I like them” a, Providing your students with comments, information or questions related to the error b, Giving direct corrections of the error c, Indicating to students that their statement has not been understood so they have to repeat or reformulate their statement d, Repeating the error and implicitly showing that it is wrong by asking some questions e, Pausing their statement in order to encourage learners to fill in the rest or asking them to reformulate the statement f, Repeating the student’s error and adjusting intonation to draw student’s attention to it g, Other (please specify…………………………………………………….) A student says: “Some threw water in the forest they got a fine” a, Providing your students with comments, information or questions related to the error b, Giving direct corrections of the error c, Indicating to students that their statement has not been understood so they have to repeat or reformulate their statement 30 d, Repeating the error and implicitly showing that it is wrong by asking some questions e, Pausing their statement in order to encourage learners to fill in the rest or asking them to reformulate the statement f, Repeating the student’s error and adjusting intonation to draw student’s attention to it g, Other (please specify…………………………………………………….) A student says: “I read a lot of books interesting” a, Providing your students with comments, information or questions related to the error b, Giving direct corrections of the error c, Indicating to students that their statement has not been understood so they have to repeat or reformulate their statement d, Repeating the error and implicitly showing that it is wrong by asking some questions e, Pausing their statement in order to encourage learners to fill in the rest or asking them to reformulate the statement f, Repeating the student’s error and adjusting intonation to draw student’s attention to it g, Other (please specify…………………………………………………….) THANK YOU FOR YOUR COOPERATION! 31 APPENDIX CLASSROOM OBSERVATION FORM Teacher’s name …………………………………Observer’s name Class …………………………………………… Number of students Female …………………………………… … Male Time (from/to) Lesson Lesson Lesson Methods Metalinguistic clues Explicit correction Clarification requests Recast Elicitation Repetition 32 Lesson Lesson ... the teachers at Green school English center, therefore, their opinions of appropriate error- correction strategies in speaking lessons might not be representative of all teachers of English nationwide... with the students Showing in an implicit way as repeating the error and asking some detailed questions and Attracting the student’s attention by repeating the sentence and changing tone of voice... student can and cannot understand and provide adaptive, qualified and motivating support for the individual learner in his learning process By following this process and determining the types of errors