Classroom management considerations to help teachers with close control practice activities: correction 2.

Classroom management considerations to help teachers with close control practice activities: correction 2.

Continuing on the subject of error correction in close control stages (see previous article), we also have the following option: error correction through ‘during-activity’ or ‘after-activity’ feedback.

This involves the teacher systematically listening to language samples from interacting students and noting down common errors, which are then pointed out, either during the activity or at the end.

Generally speaking, because of the nature of the close control activity, it is advisable to pause the activity in order to raise awareness to the most frequent errors in order to allow the students to improve on their performance for the remainder of the activity. If feedback is given at the end, then the students will not have the opportunity to put the corrections into intensive practise, unless a second remedial close control activity is carried out.

Commonly, a teacher my pause the activity between 5 or 10 times in order to give ‘during-activity’ corrections.

After the activity has finished, then non-target language corrections can be given.

 

Posted on August 13th, 2017

 

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