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Autor: Begoña Ruiz Cordero
Curso: 4,93/5 (14 opiniones) |11791 alumnos|Fecha publicación: 19/12/2005

It´s very important to know that it is more important to correct mistakes that affect the meaning of several sentences than to correct small grammatical points inside one sentence. We have to emphasize the communication.

The psychology of correction

Correction has a number of possible psychological effects on students, and what affects one student badly affects another very positively. (Frustration, satisfaction, fear, confidence, etc.)

Talking about confidence, it´s obvious that it is a keyword; on one hand, some students gain confidence from being allowed to express themselves without being picked up for every mistake and, on the other, some gain confidence from knowing very strictly the limits of what is right or wrong. The one thing that can bring these two seemingly opposed groups together is technique. (GOWER, R., PHILLIPS, D., WALTERS, S., Teaching Practise Handbook, Heinemann, 1995; BARTRAM, M. and WALTON, R. Correction, Language Teaching Publication 1991)

Who corrects?

There are different types of correction:

Self-correction: when the teacher gives the students the chance to correct themselves. Sometimes they need some assistance from the teacher in knowing where the mistake is and what kind of mistake it is before they can self-correct. A student-student correction: when the student cannot get it right, it is probable s/he doesn´t know how to; in this case another student can help out. This has some advantages such as involving all the students in the correction process, making the learning more cooperative, etc. Teacher correction: when the teacher corrects.

How do you correct?

The ability to correct "sensitively, efficiently and effectively" is a skill that takes time to perfect. One of the most important things is to maintain a cooperative working atmosphere. In this process, the main stages are: the student must know when something is not accurate, where the error is, and what kind if error it is.

When do you correct?

In general, it depends on the aim of the activity. It is a good idea to tell students the purpose of the activity: whether the emphasis is on the accuracy or fluency, to what extent the teacher is going to correct them, how the teacher is going to provide feedback, etc.

Are errors always bad?

Positive aspects to be considered:

-         At least the students are trying
-         By making errors, learners are testing out their ideas about the language; making errors is a part of the learning process!
-         By noting the errors that the students make, the teacher can see what needs focusing on in future lessons

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