如何處理口頭差錯

1、Dealing with Spoken Errors如何處理口頭差錯Sandra Piai& Zhang Min1 Learn from your mistakesThey are steps on your ladder to success23Aims and ObjectivesRaise awareness of errors as a learning toolIdentify different types of spoken errorIntroduce and practise a range of correction techniquesUnderstand the imp

2、ortance of meaningful communicationRecognise the importance of scaffolding learnersReflect on the adaption of appropriate error techniques for own learners4OverviewPART ONEWarmerQuizError identificationSelf correction techniques (immediate correction)Fluency v AccuracyReflection5Unjumble the sentenc

3、e MISTAKE HE NOTHING SHE OR NO MAKES WHO MAKES SINGLE.6 HE OR SHE WHO MAKES NO SINGLE MISTAKE MAKES NOTHING.7True/False QuizAll learners of a language make mistakes.If accuracy is more important than fluency, students will be more creative.Students worry about making mistakes.Too much correction is

4、as bad as too little.Correct the mistake not the student.8Rank the following mistakes:0= correct; 5 = serious mistakea) Which of these two books do you like best?Everyone know that the English is spoken all overthe world.The teacher couldnt get in because the classroomdoor was keyed.d) Theres only s

5、even of us in the class.e) She asked me where did I come from.f) Customer in a caf: “Give me a coffee”.910Error IdentificationNow classify the errors in the six sentences under the following headings:Grammar:MeaningAppropriacyPronunciation11Error IdentificationNow categorise the six incorrect senten

6、ces under the following headings:Grammar: a), b), d), e)Meaning: c)Appropriacy: f)Pronunciation: b), f)12 Self-correction TechniquesGesturesFacial expressionMouthingEchoing/repeatingReformulationTraffic lightsPoint to correct languageHintingAsk the class13FluencyAccuracyStudents more creativeStudent

7、s dont experimentStudents make more mistakesStudents take longer to prepareMore suitable for higher levelsMore suitable for lower levelsMore fun/stimulatingMore routine/boringDelayed correctionImmediate correction14REMEMBERAsk yourself these questions:are you working on fluency or accuracy?was it a

8、mistake or a slip?did it affect communication?15Advantages of Immediate CorrectionLearner can self-correctLearner uses corrected language for rest of task/activityOther?BUT Can break flow of communication Can demotivate/embarrass learner16ReflectionWrite down three things you have learnt about error

9、s.Write down two techniques for error correction that you liked.Write down one technique you can use in your classroom immediately.17OverviewPART TWOWarmerEvery mistake is a giftError correction techniques (delayed correction)Creating meaningful communication activitiesScaffolding + pronunciation ac

10、tivitiesReflectionQ + A18WarmerStop that noiseShhh, shhh, stop that noiseShhh, shhh, stop that noiseCome on girls tell the boysTell the boys to stop that noiseShhh, shhh, stop that noiseShhh, shhh, stop that noise(adapted from Carolyn Graham)Whats the time?Every mistake is a gift (Gattegno, 1976)The

11、y show students are tryingThey mean learners are testing their ideas about languageTherefore mistakes:part of learning process, andfeedback helps stsrecognise difference between correct and incorrect languageshow teachers what language points they need to focus on in future lessons21Delayed Correcti

12、on Techniquesi) Fluency Practice:Take notes to feedback later as handout as grammar auctionRecord activity listen and self-correct boosts Ts confidence if nervous about own level of EnglishGrammar Auction23Delayed Correction Techniquesii) Controlled Practice:Peer correction S1 listens in gp/prwork a

13、nd discusses mistakes with group S1 listens in gp/prwork and counts times target language is usedTeacher correction “Try again!” T/sts give marks out of 10Meaningful Communication ActivitiesRoutine exchangesInformation gapSpeak for a minuteSimple discussion/role-playVanishing DialoguesA: Where do yo

14、u want to go?B: I want to go to Harbin.A: In what season do you want to go there?B: In winter.A: Why?B: Because I like to see snow.(from FLTRP Pri 6)26You are going to speak for one minute about your favourite film. You have 30 seconds to think about what you are going to say. Remember to: give the

15、name of the film say what it was about say whether you would like to see it again(after 30 secs)Please start speaking(after 1 min)Thank you.Speak for a minute27Scaffolding28ScaffoldingHigher levelsBrainstorm/pre-teach vocabularyMake sure learners understand what they have to doAnticipate errors29Sca

16、ffoldingLower levelsElicit vocabDrill conversations/dialoguesHave a “freeze button”30 PronunciationWindow PaningJazz ChantsTongue TwistersDrilling31Window Paningprofessionalmeanwhilephotographconcentrateguiltyunforgettablephotographerdeliberatelyscoop(from PEP yr 832Jazz ChantsI like coffee, I like

17、tea,I like you and I like me.I dont like coffee, I dont like tea,I dont like you, but I still like me!33Jazz ChantsRally likes to play basketball,Rosie likes to swim.Paul just wants to play football,And win and win and win!(from FLTRP Pri 6)34Tongue TwistersFuzzy Wuzzy was a bearFuzzy Wuzzy had no h

18、airSo Fuzzy Wuzzy wasnt fuzzyWas he?One-one was a racehorseTwo-two was one too.When One-one won one raceTwo-two won one, too.DrillingChain Drilling: S1S2: Did you go to the cinema yesterday?S2S1: No, I didnt.S2 S3: Did you go to school yesterday?S3S2 : Yes, I did.S3S4: .DrillingBack Chaining: T: yes

19、terday Sts: yesterdayT: cinema yesterdaySts: cinema yesterdayT: the cinema yesterday Sts: the cinemayesterdayDrillingT: to the cinema yesterdaySts: to the cinema yesterdayT: went to the cinema yesterdaySts: went to the cinema yesterdayT: I went to the cinema yesterday Sts: I went to the cinema yeste

20、rdayAdvantages of delayed correctionAvoids breaking flow of communication and demotivating learnersAllows learners to concentrate on the form of the languageCan ask the teacher questions and consolidate their languageBUT Have lost opportunity to use language correctly during activityDONT!Do you need to correct all the time?Why not just praise on some occasions?eg“That was very well done. You all spoke a lot and communicated well. Next time well concentrate on some of the mistakes.”ReflectionComplete the following:Errors can be a learning tool, because If I correct my students less, Som