TKT Module 3 Revision: Correcting learners
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You should only come here if you have completed a face-to-face course for TKT Module 3 or have done the Module 3 course on this site. |
The parts of the
answer which are underlined are things you
should know.
Examples are in black.
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Correcting learners |
Make a note of your answer to the question and then click on the
to reveal the answer.
What is
correcting by echoing? Give an example. ![]() |
Correction
by echoing involves simply
repeating what the student said but placing some
emphasis on the error in the utterance.
For example: You said, He go to London. |
What is
recasting? Give an example. ![]() |
Recasting
involved repeating what the learner said but with
the
correct forms and stressing the difference to help them
'notice the gap'.
For example: Student: I will meet her for lunch. Teacher: Oh, I see, you are going to meet her for lunch. |
Why
should error correction sometimes be delayed?![]() |
Correcting
in the middle of a communicative activity or correcting
a minor error which does not stop communication will
often frustrate
learners and de-focus
them.
It is, therefore, often a good idea just to make a note of the error and come back to it after the activity finishes. |
What is a
correction code and what is it for?![]() |
A correction code is a way of
alerting learners to
mistakes in written production and can help them to
focus on the kind of error and
correct it themselves in
many cases.
For example: ![]() |
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That's the end.How did you do? |
Now you can go on. Select the revision section you want to do from this menu.