also need to consider what the focus of the activity is: during accuracy work, the teacher will correct more often and sooner than during fluency work for definitions of
accuracy and fluency see Chapter 1.
9.1 Correcting mistakes in oral work 9.1.1 What to correct
As a general rule, correct the errors and slips described above. If students try to express something and make the third type of error above attempt, it is not essential
to correct it. However, depending on the context and depending on whether other students start to use the incorrect form, you might want to briefly explain the correct
usage. You can also correct attempts if they cause a breakdown in communication.
During activities designed for accuracy, you will correct all mistakes in the language point being practised. For example, during a speaking exercise designed to practise
the simple past, correct all errors in the use of the simple past. If the students make mistakes in other areas of language, use your discretion as to whether it is necessary
to correct or not. During fluency activities, you’ll correct less and probably at the end of the activity.
9.1.2 How much to correct
Think about the activity your students are doing. If you are doing a speaking activity to practise fluency, avoid correcting too much as this will interrupt the flow. If a teacher
over-corrects during a fluency activity, the students might get frustrated because they don’t have the opportunity to express themselves without the teacher interrupting. Our
role in this type of activity is to focus on correcting errors that might hinder comprehension or cause a breakdown in communication. As for errors that don’t
interfere with communication, make a note of them and go over them when the activity is finished. However, if you hear the same mistake being made repeatedly, it’s better to
correct it sooner rather than later. If the aim of the activity is accuracy, you should deal with all mistakes in the target language immediately. As for errors in other language
points, correct them if: very few errors are made in the target language, if the mistake hinders communication or if other students notice it.
Some students feel uncomfortable if the teacher isn’t seen to be correcting mistakes. If so, you might like to share this methodology with your students; explain to them that
some speaking activities focus on fluency and others on accuracy. Explain that in the latter, you will correct more often and almost immediately; during the former, you will
save comments for when the activity is finished. Students will soon get used to this way of dealing with errors. A further advantage of dealing with errors after a fluency
activity is that you can spend time presenting or explaining language items, writing some examples on the board and giving students time to copy them down. Students
will soon understand the benefits of this approach. During feedback at the end of a fluency activity, it’s also important to highlight examples of good work.
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9.1.3 When to correct
