It is fair to say that language mistakes are part of learning and error correction is part of teaching. In general, correction acts as a feedback on the failure of the performance in second or foreign language (L2) learning. Since mistakes are inevitable, teachers should decide whether to treat them or not. Nowadays, there has still been a tendency for the Communicative Language Teaching (CLT) and fluency. So the effects of oral and written grammar correction have still been questioned. Clearly, learners have expectations that their mistakes will be corrected by teachers who also feel that they are responsible for any incorrect output in classrooms.
Teachers should not make overt correction as this is tedious for students. Nevertheless, teachers can make notes of errors and write them on the whiteboard without indicating who make them. Nonetheless, delayed correction is not also effective because out of context errors do not make any sense to students in various activities and learners may not understand what was wrong with the utterance.
In one respect, if learners are beginners, it would be useful to point out some grammatical errors to establish their knowledge about the language accurately. Overall, teachers may choose selective correction and do not correct all mistakes as this is mission impossible because of time, energy and syllabus constraints. To sum up, grammar correction depends on the gravity of errors that requires either immediate or postponed feedback.
- Teaching resources
- Teacher development
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