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ESL forum >
Techniques and methods in Language Teaching > Speaking
Speaking
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fernanditom612
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Speaking
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Hello everybody, I started to teach advanced English and obviously they like to talk. Well the problem comes here. I have them discuss the topics from the book, i start taking notes of their mistakes; however, they make a lot of mistakes. And u know i don �t have to many hands to take notes. What can i do? |
26 Jul 2011
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Lorcan
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Hi Fernand
There is no need to make a note of every slip of the tongue that students make. Concentrate on one student at a time and note the mistakes he or she repeatedly makes. Then deal with some of these is a later session - but without pointing the finger. Have fun Lorcan |
26 Jul 2011
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psd4fan
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Pick your shots. Focus on one grammar point or another and work on that until there is an improvement. |
26 Jul 2011
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douglas
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Personally, I correct many mistakes as they speak--especially those that can change/confuse the meaning of what they are trying to say. As my students and I get to know each other they get used to the correction (done softly in a conversational tone) and I focus more on where I feel they need the most help. In time even just a look communicates a mistake and they correct it themselves.
Please understand, this is done in a very non-threatening, conversational, friendly way. Afterall we are all working towards the same goals, if I have to correct too often, I may comment "sorry, but it �s my job to correct you."--they usually understand.
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26 Jul 2011
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joy2bill
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I teach Upper Int & Advanced and they always thank me for correcting them as they speak. Obviously I only correct when I feel it will not stop the flow of conversation. I am very careful with the shy ones.
Over the years I have had so many say that they appreciate me doing this as (they say) so many teachers do not.
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26 Jul 2011
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Minka
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I would correct them as they speak but only when it does �t interrupt them too badly.
I �d also take notes and focus on maybe five most common mistakes that they make. Different five next time and so on.
I �d try to make them understand and remember what the corrections are about, so that it would be enough to remind them a little as they speak. So maybe there could be some (short) notes of what you correct in a form of posters in the class.
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26 Jul 2011
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edrodmedina
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One of the best ways to stifle a conversation is to correct the person as they speak. Maybe you can record the convesations and then play them back and analyze them together. |
26 Jul 2011
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douglas
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There �s definitely an art to it Ed. |
26 Jul 2011
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edrodmedina
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@ Douglas You�re right of course. I can �t argue with what works for you. I teach little ones. It sometimes doesn �t take much to get them to become self conscious. |
26 Jul 2011
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paugyg
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My advice would be to focus on two or three students per class (that �s what my teachers at university used to do). This way you can provide a more in-depth feedback for each of your students, and you don �t have to go crazy trying to take notes about everyone �s output. You should let the conversation flow naturally, and without telling your students which of them you �re going to be listening more carefully, you take down notes on a slip of paper for each student. When the class is over, or while students are engaged in an activity, you can approach each of the students, give them your feedback and discuss their mistakes with them. Of course, if as the conversation flows you notice some serious mistakes made by other students, you can make a point of this after the conversation/debate is over.
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26 Jul 2011
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