MISTAKE CORRECTION IN TEACHING EFL

N. M. Hordiienko, T. V. Batiuta

Abstract


This article deals with the importance of proper mistake correction in the process of teaching English as a foreign language as well as the challenges English language teachers regularly face when eliciting mistakes made by students. The analysis of the main strategies presented by leading local and foreign scientists concerning the problem of opportune mistake correction is carried out. The article focuses on the importance of the problem mentioned and provides detailed classification of different types of mistakes that can be made by students in the process of acquiring new language skills. Taking into consideration the deficiency of system development of methods and approaches to correcting mistakes during the lesson, the following scientific research is focused on scrutinising all sorts of possible solutions of the problem arising from the necessity to wisely correct mistakes. The problem of when to correct, how often and what kind of mistakes are to be corrected is given due consideration in the following article. The vital importance of facilitating favourable friendly atmosphere that would “allow” students to make mistakes is highlighted. Students’ psychological problems that may arise in the process of incorrect mistake correction are considered. The article is of great help to all foreign language teachers interested in effective implementation of modern techniques and approaches that can have a positive impact on the teaching process.


Keywords


mistake correction; slips; errors; attempts; error-eliciting problems; psychological barrier; self-esteem

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References


Harmer, J. (2007). How to Teach English. Essex: Pearson Longman.

Harmer, J. (2001). The practice of English language teaching. Harlow: Longman.

Oxford University Press. English Language Teaching Global Blog. (2014). Peer-correction. Retrieved March 5, 2014, from http://oupeltglobalblog.com/tag/peer-correction/

Phillips, E. (1991). Anxiety and Oral Competence: Classroom Dilemma. The French Review, 65, 1-14.

Topping, K. (1996). The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review. Higher Education, 32, 321-345.


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ISSN 2410-8278 (Online), ISSN 2307-1591 (Print)