Vol. XII No. 2
January 2000


Editorial

Using an assessment rubric

Tips and Hints

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Error correction in the second language classroom

"Considerable research done in the area of error correction seems to support the idea that increased direct error correction does not lead to greater accuracy in the target language" (Richard-Amato, 1995)

We all remember those big red "X's" on our brilliant literary works of art… and we probably remember the way we felt when we say them. Error correction is one of the most debated topics in the field of second language teaching- when do we correct errors? When do we ignore them? How do we correct them? It appears that ignoring them completely is not an option but that direct, overt, punitive sorts of correction techniques do not serve our students very well. It is "affectively" quite damaging and it does not help to improve their proficiency in the language.

In Richard-Amato's book "Making it Happen: Interaction in the second language classroom," she touches on some very important points that researches have discovered when examining the topic or error correction. The following list summarizes some of the error correction strategies that work well in an interactive, communicative/experiential classroom:

  • Keep track of the kind of errors students are making and determine whether they are random or systematic. She suggests that these systematic errors are the ones to which we should pay particular attention. Give students ample opportunity to visit and revisit structures that are frequently associated with systematic errors.
  • Do not flood papers with red ink- rather discuss errors in a meaningful, contextualized manner.
  • Give students the opportunity to find their own errors.
  • With oral work- focus more on the meaning over the form.
  • Sometimes students (especially adults) want to know the grammar rule or a specific explanation and as teachers, we should respond to these requests.
  • We learn our L1 most effectively through meaningful input and appropriate responses- this approach can be modeled in the second language classroom.
  • Provide lots of opportunity to negotiate meaning. Through interaction and negotiation, learners can often be brought to the correct form on their own. Guided interaction can allow learners to negotiate with the language and come to their own conclusions about errors they have made. An example of the negotiation of meaning is given in this issue.
  • Indirect error correction by modeling or repeating what the learner has said but in the correct form can be a very effective way to address error. Recently some researches have questioned this potentially overly indirect approach (e.g., Lightbown & Spada and Lyster). Lightbown and Spada (1999) say that "the research on corrective feedback does show that, in classrooms which are content based (for example, immersion classes), feedback whichis given exclusively or principally in the form of conversational 'recasts' passes unnoticed. Learners may not recognize it as correction unless the teacher has a method of signalling to the student - through tone of voice, gesture, or facial expression - which say to the student, 'Ithink I understand what you are saying and I'm telling you how you can say it better'."

A topic very closely related to that of error correction, is assessment. If your learning environment is interactive, experiential in nature than this should have a washback effect on your evaluation. Don't get stuck in the pen and paper test rut. Assessment strategies can be as varied and as creative as your teaching strategies. This issue of Le Lien gives some helpful hints for giving effective feedback and for creating positive assessment experiences. An example of a generic template that could be used for assessing group projects has also been provided. In addition to Richard-Amato's book, the recently published "Manuel pour la foramtion des enseignants et des enseignantes: L'enseignement des langues secondes d'après une approche communicative/ experientielle" devotes an entire chapter to assessment strategies for the the communicative/ experiential language class. A copy of this manual can be obtained by contacting SLEC.

Sources:

Richard-Amato, P.A. (1995). Making it Happen. Longman

Lightbown, P.& Spada, N. (1999). How Languages are Learned: Revised Edition. Oxford Press.

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