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by nuhru_1098 Mon Nov 24, 2008 10:52 pmPossible signs that you aren't correcting enough student errors:
* 1. Students complain about the lack of error correction
* 2. Students don't see the value of speaking activities or just see them as games
* 3. Students say accuracy is their main priority but you haven't adjusted the way you teach to take that into account
* 4. Student accuracy is not improving
* 5. Students' fluency or use of more complex language is improving much quicker than their accuracy
* 6. Accuracy is what is holding students back from reaching the next level or getting a higher score in an EFL exam
* 7. Students have particular difficulty with error correction tasks in the textbook, workbook, progress tests or EFL exams
* 8. Students keep on making the same mistakes and you have never tried correcting those ones
* 9. Students make many false friend errors
* 10. You never correct a piece of grammar that you haven't studied in class yet, even when students try to use it all the time
* 11. You usually skip the error correction stage that is suggested in the teachers' book
* 12. You usually correct errors when students are speaking but rarely use them in an error correction stage
* 13. You always assume an error will disappear naturally
* 14. You have never tried error correction games such as a Grammar Auction
* 15. Students who need more accuracy such as someone giving an important business presentation or writing a job application cover letter do not get more correction than usual classes
* 16. You correct well under 5% of all student errors
* 17. You correct under an average of 5 errors per class
* 18. You have never used an error correction code
* 19. You are standing around doing nothing instead of noting down student errors during pairwork and groupwork
* 20. You have been leaving a persistent error uncorrected without a conscious decision to monitor whether it naturally disappears or to tackle it another way.
* 21. You don't correct errors but have no alternative ideas on how to improve your students' accuracy
* 1. Students complain about the lack of error correction
* 2. Students don't see the value of speaking activities or just see them as games
* 3. Students say accuracy is their main priority but you haven't adjusted the way you teach to take that into account
* 4. Student accuracy is not improving
* 5. Students' fluency or use of more complex language is improving much quicker than their accuracy
* 6. Accuracy is what is holding students back from reaching the next level or getting a higher score in an EFL exam
* 7. Students have particular difficulty with error correction tasks in the textbook, workbook, progress tests or EFL exams
* 8. Students keep on making the same mistakes and you have never tried correcting those ones
* 9. Students make many false friend errors
* 10. You never correct a piece of grammar that you haven't studied in class yet, even when students try to use it all the time
* 11. You usually skip the error correction stage that is suggested in the teachers' book
* 12. You usually correct errors when students are speaking but rarely use them in an error correction stage
* 13. You always assume an error will disappear naturally
* 14. You have never tried error correction games such as a Grammar Auction
* 15. Students who need more accuracy such as someone giving an important business presentation or writing a job application cover letter do not get more correction than usual classes
* 16. You correct well under 5% of all student errors
* 17. You correct under an average of 5 errors per class
* 18. You have never used an error correction code
* 19. You are standing around doing nothing instead of noting down student errors during pairwork and groupwork
* 20. You have been leaving a persistent error uncorrected without a conscious decision to monitor whether it naturally disappears or to tackle it another way.
* 21. You don't correct errors but have no alternative ideas on how to improve your students' accuracy