Please not this is not quite finished yet. I need to add your comments from the session.
Why do students lack confidence?
So what can we do?
Listen to your students not your student’s mistakes.
4 reasons not to over-correct your students
· students will become demotivated and fear making a mistake
· communicative accuracy is as important as linguistic accuracy.
· being listened to and getting a message across is motivating
· errors can be learning steps, we don’t want to make students think making mistakes is wrong.
4 Reasons to correct your students.
- if mistakes are learning steps then error correction and coaching is important to help students see the problem and improve.
- students perceive the teacher’s job is to correct, they will feel like they are learning if they correct.
- students are passed the natural age for learning language so coaching and correction are important to help the students develop.
- it is a way to deal with language the students would like to be able to use but can’t. (emerging language)
Golden Rules of Error Correction
- Don’t correct all the time.
- Remember what is being said is as important as how.
- Echo rather than overtly correct.
- Don’t interrupt… go back to correct.
- If error causes breakdown in communication negotiate meaning don’t correct.
- Use errors to help you plan
- Think about the needs of your students, are they confident, can they handle correction.
This will make the students more confident so they speak more. So they will make more mistakes.
Helping our students make better mistakes.
My tips for helping students make better mistakes
- The more they speak … the more mistakes they make.
- Give time to prepare and plan.
- Encourage a friendly, supportive environment.
- Allow for lots of variety.
- Allow chance to repeat the activity.
- Favour pair and group work rather than whole class.
- Pick topics that will interest and won’t embarrass.
- Don’t make them do what they don’t want to.
Making Speaking Fun
Some principles for making speaking fun
- Make sure there is a task.
- Make sure the students know what they are doing.
- Give students freedom to express themselves.
- Make sure there is a reason to speak and to listen.
The students interview them and they have to answer 'in character'.