".........the
tendency is for teachers to be over-preoccupied with accuracy. This means that
the student's work is often covered in red ink and no comment is made about
whether the work was interesting or succeeded in its purposes."
'The
Practice of English Language Teaching' Harmer
What
is your view?
A
really important skill for ESL teachers is error correction. There is a fine
balance needed to maintain lesson flow and develop student’s confidence. It is
easy to tip this balance and the results are disastrous for your students.
Over-correction will result in students losing confidence and then always
speaking hesitantly, often “stuttering” and always looking to the teacher for
confirmation. Under-correction will result in students developing bad habits
and not learning proper grammar, forms, usage; eventually decreasing
communicative ability.
In
addition of my thought I would like to pay attention on red ink in general. Red
colour is a symbol of dangerous. Being honest, I prefer using green or black
pens. Even using pencils is better, because red ink makes students nervous.
Using
my own experience, I would like to notice that I don’t have exactly attitude to
this quotation.
Everything
depends on student.
Different
students are different personalities with different aims. For some of them it’s
more than enough to get the student’s work covered in red ink without any
comments. Because he has the opportunity and willingness to correct himself.
This person understands that one day his teacher will disappear and in real
life situation nobody will help or encourage him. That’s why some students
prefer to analyze the mistakes themselves.
But
it’s worth pointing a few problems here, however: the students will only
notice a limited number of own errors (mostly those arising from a lack of
attention), so -the resulting variant of, eg, the essay will still be too far
from acceptable with weaker students; in addition -they may feel uncomfortable
and abandoned by you, hence – discouraged, as in many cultures it’s common to
rely on the teacher’s motherly care. In any case, self-correction is not as
easy as it may seem.
Therefore,
it’s wise to use a “transitional” technique, fostering the learner maturity on
the one hand, developing their noticing skills, and guiding their thinking,
structuring the errors revealed so they are not overwhelming, and helping the
learner to take some action eliminating them, on the other.
Other
students prefer to get their works with describing of their mistakes in detail.
For them it’s easier to understand their successes and progress. Only teacher’s
comments and care help them to improve their English.
Well,
in my opinion, the best way to correct your students is, naturally, getting
them to correct themselves. Moreover – I see it as the only way to really
achieve the results (and it is especially true of getting rid of fossilized
errors).
This
rule works with Russian students especially successful. Since childhood we used
to work under strict control and do everything ourselves. Our life is based on
practice, not on theory.
Reference:
Scrivener, J. (1994). Learning Teaching. Oxford, U.K.: Macmillan
Heinemann English Language Teaching.
Thornbury S., Watkins P. (1998). The CELTA course. University of
Cambrige.
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