Errors and corrective feedback: updated theory and classroom practice

Vocabulary Enrichment

accuracy avoidance strategy clarification classroom management compensation strategy contentious issue deviation from grammar efficacy flawed survey fluency fossilization interference from the native language interlanguage language acquisition

nonverbal cue persistent mistakes rationale self-correction & peer correction slip sociolinguistic competence sufficient teacher trainee teacher trainer time-consuming to accommodate a tolerant approach to hinder/ inhibit communication to maintain to tally

1. To err is human (O. Wilde). But the mistakes we make are different. Can you explain the meaning of the following? Can you think of ways of classifying them according to the meaning or style they belong to?

blunder
boo-boo
erratum
error
faux pas
flaw
gaffe
goof
howler
inaccuracy
lapse
misconception
mistake
misunderstanding
oversight
slip of the pen or tongue

2. Read the following definitions and think which type of mistake they refer to:

1. A belief or an idea that is not based on correct information, or that is not understood by people.

2. A fault as a ~ in spelling.

3. A laughable mistake (colloq.).

4. A mistake in printing or writing.

5. A mistake made by inattention or forgetfulness.

6. A mistake that a person makes in public or in a social situation, especially something embarrassing.

7. A situation in which a comment, an instruction, etc. is not understood correctly.

8. A slight mistake in speaking.

9. A stupid mistake, especially in what somebody says or writes.

10. A stupid or careless mistake, a gross mistake or error resulting usually from stupidity, ignorance, or carelessness.

11. A weak spot, defect or imperfection.

12. An action or a remark that causes embarrassment because it is not socially correct.

13. The fact of making a mistake because you forget to do something or you do not notice something.

3. Match the words from the list with their synonyms from below and make up word combinations or sentences with them.

Adequate, competent, enough, satisfactory
Departure, divergence, digression
Efficiency, effectiveness
Equal, fellow, match
Explanation, illumination
Guidance, handling, supervision
Intrusion, intervention, obstruction
Reason, grounds, logic
To adapt, adjust, accustom
To assert, claim, declare, profess
To obstruct, frustrate, impede, hamper

4. Explain the following:

• immediate correction of every error;

• a tolerant approach to errors;

• self-correction;

• peer correction;

• negative impact of correction on students’ confidence and motivation;

• establishing clear objectives of the lesson plans;

• making a mental note to provide feedback after the activity;

• influencing the students’ level of comfort.

5. Translate the paragraph “Alternative activities” into Russian. Compare the variants of translation for accuracy.

6. Make a plan of the article taking note of its parts. Give new names to the parts of the text if it’s necessary to clarify their meaning. Compare your plan with that of your group mate. Be ready to correct it if necessary (missing parts).

7. Develop the following points of the text into maps of key notions. Be ready to summarize them orally.

• The reasons for making mistakes.

• The types of mistakes.

• Teachers’ teacher trainees’ and students’ attitudes to correcting mistakes.

• The objectives teachers pursue and types of correction.

• Discussion of mistakes.

• Alternative activities to develop accuracy.