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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 74, We use correction differently if the students are involved in a COMMUNICATIVE SPEAKING ACTIVITY so If we correct our students all the time when they are trying to say something interesting, we may make them feel nervous. We may stop them trying to find the best way to say things in English - one of the main reasons for doing activitieslike this., Help our students achieve more success in the future. so When the students are preparing to make an ORAL PRESENTATION (53) we can let them practise their presentation and give them feedback (making suggestions and corrections) so that when they do their (final) presentation again, it will be even better, use the information we recorded to make corrections after the students have finished a speaking activity so We will tell the students what we liked (content and language). Positive feedback has a strong motivational effect., We use correction differently if the students are involved in a COMMUNICATIVE SPEAKING ACTIVITY so However, it may sometimes be appropriate to correct students when they are trying to say something that is important to them. They may have a strong MOTIVATION to speak correctly., use the information we recorded to make corrections after the students have finished a speaking activity so We can play the audio/video recording and ask the students to comment on successful and less successful uses of language., Correcting while the activity is taking place then However, if the mistakes that are being made are having a bad effect on the activity, the teacher may feel that they should stop the activity and do a bit of (re)teaching (73), use the information we recorded to make corrections after the students have finished a speaking activity so We will respond to the CONTENT of what the students said, not just the language they used, We use correction differently if the students are involved in a COMMUNICATIVE SPEAKING ACTIVITY so We have to decide how much to correct while a communicative speaking activity is taking place. If correction will stop the activity, then it is probably better to wait until afterwards. But if it is fairly easy to help the students out through correction - and this does not stop the conversation - then we may decide to go ahead., Correcting while the activity is taking place then If we correct while a speaking activity is happening, we will try to do so without disrupting the activity too much. Our correction will often be more like SCAFFOLDING(65) than direct teaching., Correcting for the future The point of correction is to Help our students achieve more success in the future., use the information we recorded to make corrections after the students have finished a speaking activity so We can ask the students to transcribe a short section of a video or audio recording. We can then analyse the transcriptions and a) say what we like and b) make any necessary corrections, Help our students achieve more success in the future. so If we have the students tell stories more than once (53) we can comment on what we hear the first time round so that the next (and subsequent) tellings of the story will be better., 74. CORRECTING SPEAKING 2 ???? When should we correct?, We use correction differently if the students are involved in a COMMUNICATIVE SPEAKING ACTIVITY so Many students say that they want to be corrected at the exact moment when they make a mistake. However, if we do correct all their mistakes in this way, they generally become frustrated and the speaking activity is less successful., We can 'eavesdrop' on what is happening. In other words, we listen without interrupting - and without dominating the event. We can sit just outside a group or stand to one side of the class, listening to what is being said. while We are eavesdropping on groups or on the class, we can make a note of anything that we want to talk about later - both mistakes that we hear, and also things that students do or say well. However, we should not be too obvious about this since this will be almost the same as instant correction, use the information we recorded to make corrections after the students have finished a speaking activity so We can play the audio/video recording and ask the students to comment on successful and less successful uses of language., When should we correct? as we saw in 73 We use correction differently if the students are involved in a COMMUNICATIVE SPEAKING ACTIVITY, Correcting after the event we can use the information we recorded to make corrections after the students have finished a speaking activity, use the information we recorded to make corrections after the students have finished a speaking activity so We can ask the students to transcribe a short section of a video or audio recording. We can then analyse the transcriptions and a) say what we like and b) make any necessary corrections, We are eavesdropping on groups or on the class, we can make a note of anything that we want to talk about later - both mistakes that we hear, and also things that students do or say well. However, we should not be too obvious about this since this will be almost the same as instant correction and We can use a chart to help us record both the successful and the less successful aspects of what we hear, such as the following: