Didaktika cizích jazyků - přednášky

• This depends on the main objective of speaking activity:

  • Accuracy:

    • Showing incorrectness- repeating, echoing, statement and question, expression, hinting, reformulation

    • Getting it right

  • Fluency:

    • Need to respond to the content not just the language form

    • Gentle correction, recording mistakes, after event

Correction may and may not include:

• Clarification

• Re-production of the correct form

• (Always insist on correct pronunciation – do not let the learners get by with a wrong form!

• The correction should always be encouraging and tactful!

Ideas for indicating/correcting errors:

• Tell the pupils that there is an error.

• Use facial expressions: surprise, frown, raised eyebrows..).

• Use a gesture combined with a facial expression.

• Use finger correction.

• Repeat the sentence up to the error.

• Echo the sentence with changed intonation or stress.

• Ask a question.

• Ask one word questions?

• Draw a timeline on the board.

• Write the problem sentence on the board for discussion.

• Exploit the humour in the error.

Feedback on written work

• Traditional way (all mistakes underlined with a red pen, the general tone of T´s comments negative) may be perceived as discouraging

• There exist options for getting the learners to look at each other´s work and evaluate it; however, many learners will expect the teacher to look at their work (+ may feel let down if only evaluated by other students);

• Constructive comments in the margins or under the text – when we expect another draft

• With the final product – say what you liked and what the learner might do better next time

• Another way – show alternative ways through re-formulation

• Use coding (e. g. ´S ´ for spelling)

• Use the technique of focusing (to avoid overcorrection give feedback on a particular aspect of language – e.g. spelling (tell the pupils in advance!)

Variations on traditional teacher marking by Jim Scrivener:

• Use a green pen.

• Discuss the marking criteria with the learners.

• Write the correct answers in the margin.

• Use correction codes in the margin.

• Underline all errors of one type.

• Write a letter in reply.

• Write nothing. Discuss the work with the individual learner.

• Only write a comment on the meaning and message of the piece.

• Create a composite essay using good bits and problematic bits from a number of students´ work. Photocopy it and hand it out for students to discuss and correct (together, in groups, pairs, individually).

• Use errors from a number of different students´ writing to devise an exercise, quiz, game, etc.

• Give a dictation based on sentences from the learners´ work

Evaluating written work – The items to focus on:

• Orthography – poor formation of letters, no lower-case letters

• Punctuation – incorrect use of full stops, no other punctuation

• Spelling – mistakes in moving sound to spelling

• Layout – no attempt to lay the text out

• Language - lexis or grammar errors

Correction codes – the most common symbols ↑↑↑ někde nahoře jsou na obrázku

• It often seems inappropriate to point out every error; you probably need to decide which errors are most important or useful!