For error correction I tend to use the most frequent type of correction, recast. I believe I use it because it's quick and doesn't harm fluency and communication entirely. But like Penny Ur mentioned, this type of correction all the time may be ineffective and may I add fall on deaf ears most of the times. Research shows that the best correction methods are elicitation, metalinguistic feedback and explicit correction so I feel I need to use more of these methods when correcting my students. Also, sometimes I let errors go by uncorrected mostly because I consider them minor or unimportant errors but there are times when students notice them and correct them. Perhaps it's best the teacher corrects all errors and not the students because it could come across as if the teacher wasn't listening or doesn't care and because learners would rather be corrected by the their teacher than their peers as research shows.
What seems to be the problem exactly? Do they talk too long or do they stray off topic? Or is there something else going on?
ReplyDeleteThey are a lovely class but there is around 5 who just love to talk when I am & when their peers are. They tend to stray off topic and go back into their L1
ReplyDeleteOne of my teacher-trainers recommended the following:
ReplyDeleteFirst, talk with your group and establish a set of rules everybody has to follow (e.g., use English only, don't interrupt others, etc.). Everybody has to agree on the rules and you can even print them for everybody to sign. Then you can print each rule on a separate piece of paper and stick them around the classroom (or make a poster with the rules) - it makes it easier to refer to them when/if one of the rules is broken. When it is time for an activity that might make the student too rowdy (or maybe every lesson), divide the class into two groups and prepare a 'prize' (it can be a tangible gift or less homework or a game) for those who follow the rules. As an alternative, you don't divide the class, but just tell them they have 10 strikes, for example. If they break the rules more than 10 times, they won't play an exciting game at the end of class (thinking about it, I believe it is better to rephrase it using more positive language). The idea is that students will 'self-police', keeping the more talkative ones in check.
In Ethiopia I used bottle tops: everyone was given 5 and each time they said something, I collected a bottle top. Those without bottle tops had to keep quiet, those who still had some were encouraged to speak up. The talkative ones started thinking twice before the opened their mouths :-)
ReplyDeleteThere are some great suggestions here. The only thing I'd add is when they are in groups, be sure that they have a clear task so you can monitor and tell when they are done. And set time limits. So if they exceed the time limit and/or go off topic you can catch it and redirect or go on to the next step.
ReplyDeleteThank you everyone! These suggestions are useful!
ReplyDelete