, showing incorrectness should be handled with tact and consideration. The process of student self-correction, which it provokes, is an important and useful part of the learning process. Showing incorrectness should be seen as a positive act, in other words, not as a reprimand.
Frequently, however, we find that showing incorrectness is not enough for the correction of a mistake or an error and the teacher may therefore have to use some correction techniques.
- Using correction techniques
If students are unable to correct themselves we can resort to one of the following techniques.
В§ Student corrects student: we can ask if anyone else can give the correct response. We can ask if anyone can 'help' the student who has made the mistake. If another student can supply the correct information it will be good for that student's self-esteem. However, the student who originally made the mistake may feel humiliated if this technique is used insensitively.
В§ Teacher corrects student (s): Sometimes we may feel that we should take charge of correction because the students are extremely mixed-up about what the correct response should be. In that case we can re-explain the item of language, which is causing the trouble. This will be especially appropriate when we see that a majority of the class are having the same problem. After the re-explanation we can move to choral and individual repetition (if necessary) before moving on.
The object of using correction techniques, of course, is to give the student (s) a chance to (know how to) get the new language right. It is important, therefore, that when we have used one of the techniques suggested above, we ask the student who originally made the mistake to give us a correct response.
When the children and teacher are confident that the children can form the new language correctly they will move to immediate creativity . Here they try to use what they have just learned to make sentences of their own, rather than sentences which the teacher or book has introduced as models. p> It is at this stage that both teacher and student can see if the students have really understood the meaning, use and form of the new language. If they are able to produce their own sentences they can feel confident that the presentation was success.
Notice again that if the students perform well during elicitation the teacher can move straight to immediate creativity. If at that stage they perform badly the teacher may find it necessary either to return to a short accurate reproduction stage or in extreme cases, to re-explain the new language. p> 1.4 The Most Common Difficulties Pupils Howe in Assimilating English Grammar
The chief difficulty in learning a new language is that of changing from the grammatical mechanism of the native language to that of the new language. Indeed, every language has its own way of fitting words together to form sentences. In English, word order is more important than in Russian. The word order in Tom gave Helen a rose indicates what was given (a rose), to whom (Helen), and by whom (Tom). If we change the word order and say Helen gave tom a rose , we shall change the meaning of the sentence. In Russian, due to inflexions, which are very important in this language, we can say Том дав Лені троянду or Лені < b> дав Том троянду without changing the meaning of the sentence, as the inflexion "e" in the word Лені indicates the object of the action.
The inversion of subject and finite verb in Are you ... indicates the question form. In speaking English, Russian pupils often violate the word order which results in bad mistakes in expressing their thoughts.
The English tense system also presents a lot of trouble to Russian-speaking pupils because of the difference which exists in these languages ​​with regard to time and tense relations. For example, the pupil cannot at first understand why we must say I have seen him today and I saw him yesterday. For him the action is completed in both sentences, and he does not associate it in any way with today or yesterday .
The sequence of tenses is another difficult point of English grammar for Russian speaking pupils because there is no such phenomenon in their mother tongue. Why should we say She said she was busy when she is busy?
The use of modal verbs in various types of sentences is very difficult for the learner. For example, he should differentiate the use of can and may while in Russian the verb may covers them both. Then he should remember which verb must be used in answers to the questions with modal verbs. For instance, May I go home? No, you mustn'...
