Classroom management considerations to help teachers with close control practice activities: correction 1.

Classroom management considerations to help teachers with close control practice activities: correction 1.

There are several approaches to correcting during a close control stage. The first we will consider is ‘Hot correction’ or ‘on the spot correction’. This simply means that as soon as the TEFL teacher hears an incorrect utterance, they model the corrected form of the utterance for the student to hear and repeat. The logic behind this is that the students should have been taken through a series of language input stages to bring them to the close control stage (establishing context, grammar presentation, oral production practice through drilling, concept checking through written exercises etc.). This being the case, we are here trying to immediately raise awareness to (and eliminate) error as it occurs in order that student becomes used to accurately producing the target language. Some teachers believe that if error is not immediately dealt with at this point, the close control activity might actually be counter productive, since it is designed to give the student the opportunity to produce the target language in high frequency and if the student is producing high frequency inaccurate language (uncorrected by the teacher), what we are actually achieving is a reinforcement of error.

This also raises the question of the teacher’s ability to monitor all the students simultaneously or not. If there are 5 pairs of students interacting at the same time, maybe ‘on the spot correction’ will be difficult to carry out effectively. In this case it is a matter of finding a balance between maximising student production time and being able to give them a sufficiently monitored activity. One way round this is to have groups of 3 students: 2 interact, while the other monitors. The drawback however, is how well the monitoring student monitors!

 

 

Posted on August 11th, 2017

 

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