CORRECTING GRAMMAR

ERRORS & GIVING FEEDBACKS

DAY 2
SESSION 4

December 14, 2021

(Tuesday)

HEAD TEACHER 3
ALVIN A. ELEYDO Malasin Elementary School
Resource Speaker San Mateo North District
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

INSTRUCTION:
Please consider this follow along document as your initial guide in
getting the gist of our session on CORRECTING GRAMMAR ERRORS &
GIVING FEEDBACKS on December 14, 2021 at 8:00 in the morning.
You can try to complete the missing words or ideas as you
research on the ideas relative to this topic.
Please bring this with your answers during our session.
Thank you and Happy Learning!
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

REMINDER:

CHATBOX MIC & CAM INTERACTIVE ANNOTATE

GAMES
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

REVIEW:
Please name one thing that you learned from
SESSION 1.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

REVIEW:
Please name one thing that you learned from
SESSION 2.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

REVIEW:
Please name one thing that you learned from
SESSION 3.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

PRIMING ACTIVITY:
• When students make errors, do you always
correct them?

YES

NO
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

PRIMING ACTIVITY:
• What are your students’ most common reaction
to your corrective feedback?

• They do not notice my attempt to correct.

• The are embarrassed.

• They are grateful/encouraged.

TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ACTIVITY 1:
Situation:
• You have a student who is at the intermediate level. She has no
knowledge of grammar terms (verb, adjective, etc.). She is engaged in a
controlled communicative grammar activity that is focused on observing
correct subject-verb agreement (SVA). You overhear her say:
• “My mother go shopping two times a week. They always bring me
something home.”
• Which error would you correct?
• Tell us the exact words you would say to the student when correcting.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ANALYSIS:

Should we always correct all errors in

grammar of our learners?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Should we always correct errors?

Meaning-Focused Instruction-characterized by
communicative language teaching and involves no direct
attention to language form.
Form-Focused Instruction- treats language as an object
to be studied targeting grammatical structures and rules.
Integrated approach to language instruction- incorporates
attention to language structures within a meaning-focused
activity.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ABSTRACTION:

THE SUITABILITY OF ERROR

CORRECTION
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

To Correct or Not to Correct

• Consequences of under/over correction
• Culture and student perception
• Why students make errors
• When to correct errors
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Under/Over-correction consequences
• Under Correction
o Can lead to lack of accuracy
o Hinder language development sequence
o Fossilization of errors
• Over-Correction
o Can lead to hinderance of fluency
o Avoidance
o Can raise the affective filter
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Culture and Student Perception

• Student and teacher perceptions of errors do
not always match.
• Teachers need to explore learners’ belief to
meet them.
• Teachers should ascertain students’ attitude
towards feedback, explain the value of
feedback, and negotiate agreed goals for
feedback with them.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Why students make errors?

• Developmental Sequence
• Experimenting with Language
• Overgeneralization: Students trying to apply
rules
• Students don’t study
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

When to correct errors?

• Does the error affect communication?
• Are we concentrating on the accuracy at the
moment?
• What is the grammar focus of the activity or the
lesson?
• Is it an error that many students are making?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ACTIVITY 2:
• Your students are engaged in a free
communicative activity focused on fluency, but
a few students are making the same SVA
error.
o What questions might you ask yourself to
determine whether to give corrective
feedback?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ACTIVITY 2:
• What questions might you ask yourself to determine
whether to give corrective feedback?
✓ Am I over or under correcting?
✓ What are the students’ perceptions of error
correction?
✓ Why are they making the error?
✓ Is it interfering with comprehension?
✓ What type of activity is it?
✓ Is it an error many students are making?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Explicit vs Implicit Feedback

Corrective Feedback depends on how implicit

and explicit it is. In case of implicit feedback,
there is no overt indicator that an error has been
committed whereas in explicit feedback types,
there is.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ERROR CORRECTION TECHNIQUES

• Recast
• Clarification Request
IMPLICIT • Metalinguistic Feedback
• Elicitation
• Repetition
• Explicit Correction
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Recast involve the teacher’s reformation of students’ utterances

without the error.

STUDENT: Why you don’t like Mark?

TEACHER: Why don’t you like Mark?
STUDENT: I don’t know, I don’t like him.*

*Students sometimes get confused about what focus on: form or

meaning.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

RECAST:

I take the bus to school

everyday. Its has a terrible
smell inside.

COUPLE TALKING IN A PARK

In-upload ni: ATWStock, Peb 14, 2020
Couple sitting on the grass and talking in a park.
COuple talking in the park - Google Search
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Clarification Request involve the teacher asking the

student question such as “Pardon me? Or “What do you mean by…?

TEACHER: How often do you wash the dishes?

STUDENT: Fourteen.
TEACHER: Excuse me? (Clarification Request)
STUDENT: Fourteen for a week.
TEACHER: Fourteen times a week. (Recast)
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

CLARIFICATION REQUEST

My sister walk
to school.

https://previews.123rf.com/images/leszekglasner/leszekglasner1709/leszekglasne
r170900123/85424520-two-friends-casual-wear-walking-in-town-and-talking-best-
friend-concept.jpg
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Metalinguistic Feedback involves comments or

questions that suggest that an error has occurred without explicitly
correcting it. Also provides some type of grammar terminology that
applies to error.
STUDENT: We look at the people yesterday.
TEACHER: What is the ending we put on verbs when
we talk about the past?
STUDENT: “-ed”
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

METALINGUISTIC FEEDBACK

I love when we
spends time in the
garden.

Grandmother and grandaugther talking in the garden*filipino -

Google Search
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Elicitation is asking the student to complete the teacher’s

utterance or reformulate their own utterance based on the teacher’s
partial sentence. It uses 3 techniques:
• Teachers elicit completion of their own sentences: (It’s a …)
• Teachers use questions: (How do we say… in English?)
• Teachers ask students to reformulate their utterances:
STUDENT: I go to school every days.
TEACHER: I go to school every…
STUDENT: “day”
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ELICITATION

My sister always on
the phone. She talk
too much.

boys talking to each other - Google Search

TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Repetition means that the teacher repeats the student’s

utterance including the error but with the emphasis on the error and
often with rising intonation (to form a question).
STUDENT: We is…
TEACHER: We is?
STUDENT: We are…
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

REPETITION

My husband are the

worst. He never help
around the house.

GIRLS TALKING - Google Search

TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Explicit Correction means the teacher directly tells the

student that they have made an error and provides the correct form of
the utterance.
STUDENT: The dogs run fastly.
TEACHER: “Fastly” does not exist in English. Fast does
not take –ly. In English we say, the dogs run quickly.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

EXPLICIT CORRECTION

All these bags

is killing my
back!

OLD COUPLES TALKING WHILE WALKING - Google Search

TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

REVIEW:

Which correction technique

would you prefer? Why?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

What happens after we

give error correction?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Uptake & Repair

• UPTAKE: a learner’s observable immediate response to corrective
feedback.
• If a student does not notice a teacher’s corrective feedback or
that they have made an error, corrective feedback in any form is
ineffective.
• REPAIR: this refers to a learner’s ability to notice their error and
correct it based on the feedback.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

Find someone who…

Sam loves grammar.

They has a dog.

I go to the park every day.

We plays an instrument.

Alvin lives with a grandparent.

She like Aquaman.

You is good in swimming.

He reads every day.

It knows someone famous.

TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

APPLICATION:
Multiple Corrective Feedback Techniques
Chris: What did you find out about Sam, Tana?
Tana: Sam go…
Chris: Sam go?
Tana: Yes. He go to the park everyday.
Chris: In the 3rd person singular present tense the verb takes an –s or -es
ending.
Tana: …
Chris: There is an error in your sentence. “go” needs an -es at the end
and so, we say Sam goes…. Try again.
Tana: Sam goes to the park everyday.
Chris: Good job!
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ANALYSIS:
• Why did I keep changing techniques?
• Which did I use first, implicit or explicit?
Why?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

ACTIVITY:
You have a student who is at the intermediate level. She has no
knowledge of grammar terms. She is engaged in a controlled
communicative activity that is focused on observing the correct SVA.You
overhear her say:
“My mother go shopping two times a week. They always bring me
something home.”
• How would you correct this?
• What technique would you use?
• What if there is no uptake from the student?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

OUTPUT:
Make an Error Correction Strategy Activity Sheet
for a controlled Communicative Grammar Lesson.
• What is your objective?
• What specific error (s) you focus on?
• What error correction technique will
you use?
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

OUTPUT:
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

REFERENCES:
• Brown, H. D. (1987). Principles of language learning and teaching, 2nd edition, Prentice-Hall, Inc., Englewood, N.J.
• Cross, J. (2002) “Noticing” in SLA: Is it a valid concept? TESL-EJ, 6, No. 3.
• Larsen-Freeman, D. & Long, M.H. (1991), An introduction to second language acquisition research, Longman, Inc.,
New York.
• Lightbown, P.M. (2003) SLA research in the classroom/SLA research for the classroom, Language Learning Journal,
28, 4-13.
• Long, Michael H. and Richards, Jack R., Editors, Methodology in TESOL, A Book of Readings, Newbury House
Publishers, Harper and Row: New York, 1987
• Lynch, T., & Maclean, J. (2003) Effects of feedback on performance: A study of advanced learners on an ESP speaking
course, Edinburgh Working Papers in Applied Linguistics, 12, 19-44.
• Lyster, R., & Ranta, L. (1997) Corrective feedback and learner uptake: Negotiation of form in communicative
classrooms, Studies in Second Language Acquisition 19, 37-66.
• Madden, M., & Moore, Z. (1997) ESL students’ opinions about instruction in pronunciation, Texas Papers in Foreign
Language Education, 3, 15-32.
• Sato, K., (2003) Improving our students’ speaking skills: Using selective error correction and group work to reduce
anxiety and encourage real communication, Akita Prefectural Akita Senior High School. 1-year project completed at
Georgetown University, sponsored by the Japanese Government.
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

REFERENCES:
• Corder, S.P. (1987). Error Analysis and Interlanguage. Oxford, Oxford University Press.
• Ellis, R. (1997). Second Language Acquisition. Oxford, Oxford University Press.
• Ellis, Rod, Shawn Loewen, and Rosemary Erlam. "IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND
THE ACQUISITION OF L2 GRAMMAR." Studies in Second Language Acquisition 28.2 (2006): 339-68.
• Lightbown, Patsy, and Nina M. Spada. How Languages Are Learned. Oxford England: Oxford University Press, 2006.
Print
• Lopez, M. 1996. Presentation on Error Correction at the AII-ALC TEFL Conference. Marrakech, Morocco.
• World Learning. (2019). What Kind of Error Correction Works? In “Teaching Grammar Communicatively” [MOOC].
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

KEEP IN MIND:
TOPIC: CORRECTING GRAMMAR ERRORS & GIVING FEEDBACK SPEAKER: ALVIN A. ELEYDO

CLOSURE: