YouTube transcript (RTq96EOzPPU) — Transcript

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1. 0:04Hi everyone and welcome to eron
2. 0:07correction. This is the first of two
3. 0:09that we're going to do on errand
4. 0:11correction. So let me share my screen
5. 0:13with you so that we can get started.
6. 0:17So pretty much everything we do on this
7. 0:19course is through Google and we just
8. 0:22love it. It's so seamless as an
9. 0:26educational tool and you'll find out
10. 0:28that when you start teaching and using
11. 0:31lots of resources. Okay. So, error
12. 0:34correction one. By the end of the
13. 0:35session, you'll learn about typical
14. 0:37errors and mistakes by my Spanish
15. 0:39speakers and babes you understand how to
16. 0:41correct written errors. The next session
17. 0:44we're going to do is more about speaking
18. 0:46errors. So, this is more connected with
19. 0:49written errors um and using a correction
20. 0:51key. So why would you use errand
21. 0:56correction in the written form? Well,
22. 0:58there's lots of lots of things that we
23. 1:01use
24. 1:02this type of error correction,
25. 1:04especially when students are prepping
26. 1:06for exams. So exams, whilst they always
27. 1:10have an oral element to them, are very
28. 1:12heavily focused on writing, whether that
29. 1:14be writing answers, writing the answers
30. 1:17to a listening activity or reading a
31. 1:20text and then writing the answers or a
32. 1:22full text. [clears throat]
33. 1:24And most of the time it's done on a very
34. 1:28prescriptive
35. 1:30um method. So it's exactly they have to
36. 1:33do this and if this is an error, they
37. 1:35lose a point or lose half a point. So
38. 1:38being able to help your students to have
39. 1:41less errors in writing is really
40. 1:43important. You'll also be using this for
41. 1:46one of your projects, the learn profile
42. 1:48business project that you'll be doing on
43. 1:50the course. So it's a good one to focus
44. 1:53on and make sure you come back to when
45. 1:56you need it. So things we should take
46. 1:58into account when correcting someone's
47. 2:00writing.
48. 2:01with all correction and this goes with
49. 2:03whether it's oral or written. You really
50. 2:05taking in account the character of the
51. 2:08student um whether they lack confidence
52. 2:10whether they're shy or whether they're
53. 2:11confidence can make a real difference.
54. 2:14So with someone for example who might be
55. 2:16at the top of their level they might be
56. 2:18close to moving up a level they're
57. 2:20feeling really confident about their
58. 2:21English you can probably push them a
59. 2:24little bit further and really drill down
60. 2:26on their errors. Whereas someone who
61. 2:29possibly has got a lower level or is not
62. 2:32able to show their level completely at
63. 2:34the moment because of their confidence,
64. 2:36you want to be boosting their
65. 2:37confidence. So choosing the errors
66. 2:40wisely and letting some go would
67. 2:42certainly be a good way to to deal with
68. 2:45that. So just be, you know, have some
69. 2:48empathy. You know, really think about
70. 2:50the person in front of you as an
71. 2:51individual and what they need.
72. 2:56This is very typical you know if someone
73. 2:57is new to the group and you'll have
74. 2:59people coming in and out of your groups
75. 3:00all the time as as you know people come
76. 3:03as new employees or people joining the
77. 3:05academy separate again again it's about
78. 3:08making them feel like they fit making
79. 3:10them feel that they're good enough for
80. 3:12this level. So again be a little bit
81. 3:14careful with how much correction you do.
82. 3:16This doesn't mean no correction just
83. 3:20make sure it's done with some empathy.
84. 3:26We also don't want to be correcting
85. 3:28things that are, you know, something we
86. 3:31wouldn't expect from that level anyway.
87. 3:34So, if someone's having a go, taking a
88. 3:36risk with the language, and taking a
89. 3:38risk with the language is the key to
90. 3:40making progress. If people are only
91. 3:42willing to do what they can do, they're
92. 3:44never going to make any progress. So, we
93. 3:46don't want to necessarily
94. 3:48be cutting someone down when they're
95. 3:51taking a real risk with the language,
96. 3:52especially with something that's
97. 3:54possibly a high level than where they
98. 3:55are. Equally, so we don't want someone
99. 3:58who's got, say, B1 level still making A1
100. 4:02mistakes. We want to be drilling those
101. 4:04out of them. So, over time and as you
102. 4:07start teaching, you'll get a much better
103. 4:09sense of what's appropriate for a
104. 4:11particular level. and you'll be in that
105. 4:14class, you'll be like, "No, I don't like
106. 4:16that. That's not okay for a B1 to still
107. 4:19be making that basic preposition
108. 4:20mistake. So, I'm going to focus on that
109. 4:23and I'm really going to work on that
110. 4:24with the student or you know some
111. 4:27pronunciation, whatever it is that that
112. 4:30particular student has got." So, so
113. 4:32definitely being appropriate with level
114. 4:34is is very important. As I say, both
115. 4:37sides of that
116. 4:40you again this comes back to confidence.
117. 4:43You can overcorrect. Um so we want to
118. 4:46make sure that you know if we've
119. 4:47corrected a student you know three,
120. 4:49four, five times we probably leave it
121. 4:52there for that particular um class
122. 4:55because you know it doesn't feel good to
123. 4:57just you know constantly be corrected on
124. 5:01the same things. So leave a few things,
125. 5:04move on and that's perfect.
126. 5:07Deciding which mistakes are important
127. 5:10can also be useful especially with those
128. 5:12lower levels when they are making
129. 5:14mistakes with pretty much everything
130. 5:16they say and everything they write. So
131. 5:19if you're particularly if you're for
132. 5:21example doing the present perfect and
133. 5:23they've read an activity and now they
134. 5:25need to do a little bit of writing then
135. 5:27really focus because you could go
136. 5:29through the whole thing with a red pen
137. 5:30and be like nope nope nope nope nope
138. 5:33which isn't great for their confidence.
139. 5:35So think about what was your target
140. 5:37language that day. Maybe your target
141. 5:39language was something about transport
142. 5:42and you know um types of transport
143. 5:45they've used and types of transport
144. 5:46they've never taken. and the grammar
145. 5:48you've been teaching is um the present
146. 5:51perfect. So you would focus on those two
147. 5:54elements and kind of forget about the
148. 5:56other things um for that particular
149. 5:58thing. So, you really want to see them
150. 6:00using, you know, I have never been on an
151. 6:02airplane and I've been on a train 20
152. 6:07times, um, for example. And you want to
153. 6:09make sure that when they're writing that
154. 6:11that it's that it's accurate and you
155. 6:14kind of let everything else blur into
156. 6:16the background and don't focus on it so
157. 6:17much. So, that's really about choosing
158. 6:19your battles when it comes to our
159. 6:21correction. And that although we're
160. 6:23doing writing today, that really is for
161. 6:25all things whether it be um written or
162. 6:28oral.
163. 6:30Okay, so here's some typical reasons why
164. 6:33students make mistakes and it can just
165. 6:36be carelessness. Um so they know the
166. 6:39third person s but they're just not
167. 6:42using it. So they say he play he played
168. 6:45the guitar and they know it. They know
169. 6:48if you ask them to stop and you say he
170. 6:49play the guitar or if you underline it
171. 6:52on their written work and you say he
172. 6:54play and they go he plays. So they know
173. 6:57they've just it's either a fossilized
174. 6:59error as in they've been saying it for
175. 7:01so long it just doesn't compute at that
176. 7:04moment and they need um some more
177. 7:06practice or carelessness and fatigue
178. 7:08they just forgot about it at that moment
179. 7:10they're tired etc. It's the end of the
180. 7:12day.
181. 7:14Um they might not have actually learned
182. 7:15it yet. So, for example, an A1 student
183. 7:18will just be learning the third person
184. 7:20S, and so they're unlikely to know all
185. 7:23the different variants. So, sometimes
186. 7:25it's with an E s, and sometimes it's
187. 7:28with an S. Um, and sometimes it's
188. 7:31something completely random because it's
189. 7:33English and we have lots of random
190. 7:35things going on, especially with
191. 7:36writing. So, you know, again, don't
192. 7:39worry too much about it. If they don't
193. 7:41know that structure and you wouldn't
194. 7:42expect them to know it, you can move on
195. 7:44from that and just have it in the bank
196. 7:46for another day that when you do teach
197. 7:48that then it's a good place to start.
198. 7:52L1 interference is probably one of the
199. 7:55biggest reasons why students make
200. 7:57mistake. So they they use a rule from
201. 8:00their own language and bring it into
202. 8:04their language. So that could be um
203. 8:06spelling words phonetically. So it's
204. 8:10it's really common to spell, you know,
205. 8:14any word that's got a shan at the end.
206. 8:15Education, for example. It's it's not
207. 8:19it's they might do it with an sh, they
208. 8:22might do it with an s because it doesn't
209. 8:23make sense for it to be a t cuz that
210. 8:26doesn't obviously um phonetically work.
211. 8:30It may be that a particular preposition
212. 8:33is used in Spanish, so they translate
213. 8:36that into English and use it. So, it's
214. 8:39really, really common and for us the
215. 8:41other way when we're speaking Spanish to
216. 8:43use what works in our language and put
217. 8:46it into to that language.
218. 8:49Fossilized errors are repeating the same
219. 8:52mistake over and over and over and over
220. 8:53and over again, and they're really hard
221. 8:55to get rid of. So for example, as as a
222. 9:01British person and Americans, Canadians,
223. 9:04etc. would be very similar, we use the
224. 9:07schwa sound, which is an h sound. So my
225. 9:09name is Natasha and so it's nata natash
226. 9:14and we use this kind of h sound which
227. 9:17doesn't exist in Spanish. It can't exist
228. 9:20in Spanish because if it's an a sound,
229. 9:22it has an a sound. if it has if it's an
230. 9:25O, it's an O, etc. So, I we often um
231. 9:31will learn a word like maybe tenemos and
232. 9:35we use it uh we do this h sound and that
233. 9:38can be a fossilized error if it's not
234. 9:40sorted out really early on. So, we bring
235. 9:42it in through L1 interference and then
236. 9:45we do it so often that becomes a
237. 9:46fossilized error and it's really really
238. 9:48difficult to get rid of. I've got a few
239. 9:50with prepositions in Spanish that I've
240. 9:53used so many times that I can't get rid
241. 9:55of them and they're really really hard.
242. 9:58Um, so yeah, those are very very very
243. 10:00typical.
244. 10:02And what we talked about a little while
245. 10:04ago that the student has taken a risk
246. 10:05with the language. They've not quite get
247. 10:07it right yet, but we never want to
248. 10:10discourage risk takingaking. And if you
249. 10:13have seen that the student has taken a
250. 10:15risk, we'd prefer you don't make um the
251. 10:18correction on that, just the praise that
252. 10:20they actually gave it a go and and came
253. 10:22up with a new way and and were
254. 10:24experimenting with the words or with the
255. 10:26phrases is really really important. So
256. 10:29if we're going to categorize these
257. 10:31errors which is important it's important
258. 10:32for exams as I say it'll be important
259. 10:35for one of your projects and it
260. 10:37certainly helps you when you look at the
261. 10:39written work of your students you can
262. 10:41see themes and you can say okay
263. 10:44everybody is having this issue or I
264. 10:47don't know 70% of my class is having
265. 10:49this issue it's a lexical error this is
266. 10:51something I can focus on um and you can
267. 10:54come up with some activities to help
268. 10:55that so a lexical error would be I mean
269. 11:00it's lots of would be some kind of error
270. 11:04with a particular word. So it may be
271. 11:07that a word for example that means
272. 11:10something in English
273. 11:12doesn't or something in Spanish doesn't
274. 11:14mean that in English but they use it
275. 11:16anyway. So this that would be a lexical
276. 11:17error. It's also when they overuse
277. 11:20adjectives for example good bad
278. 11:22interesting and you want to you want to
279. 11:24give them some more variety and rich
280. 11:26vocabulary. So, it's not technically
281. 11:28correct, but maybe they use bad three
282. 11:31times in a sentence, which you, you
283. 11:32know, you just couldn't and wouldn't do.
284. 11:35So, we'd give them some options. You
285. 11:38know, that was awful, that was terrible,
286. 11:41etc. Um, but as I say, it can also be
287. 11:43when they just use the wrong word
288. 11:45because of possibly L1 interference.
289. 11:48Okay. The funological error is tends to
290. 11:52be when we're talking more about
291. 11:54pronunciation. So it's an ind individual
292. 11:57sounds what kind of makes up and it
293. 12:00might just be part of a word that
294. 12:02they've incorrectly said. So the example
295. 12:05I gave the opposite way round was tmos
296. 12:08where we use this kind of schwa sound
297. 12:10instead of dmos which is um the more the
298. 12:14Spanish sound. So it could be in
299. 12:16incorrect pronunciation of a word the
300. 12:19stress on it. So they say
301. 12:22um
302. 12:24a burger
303. 12:25instead of a burger. So the stress is on
304. 12:28the b um part of the word and they say a
305. 12:31burger and you're like a burger. What's
306. 12:33a burger? Um and they're like a burger
307. 12:35from McDonald's and you're like oh a
308. 12:37burger. So that would be where the
309. 12:39stress is is in the wrong. So that would
310. 12:42be a funological error when we're
311. 12:44dealing with um speaking a lexical
312. 12:48error. So, oh, sorry, we've just syntact
313. 12:50syntactic error. For example, um,
314. 12:54prepositions is a great one. So, they
315. 12:57use in and on, for example, um,
316. 13:01interchangeably.
317. 13:03And for us, it's very important whether
318. 13:05it's on the table, you can't say it's in
319. 13:07the table, whereas a lot of Spanish
320. 13:09people will say it's in the table. So,
321. 13:11that's a syntactic error. Um, present
322. 13:15simple is used in Spanish to talk about
323. 13:19the future as well. So, and we don't use
324. 13:22it in the same way. We can, but we don't
325. 13:26use it quite the same way. So, that end
326. 13:29in um L1 interference would happen again
327. 13:31and that would be a syntactic error. So
328. 13:34it's more corrected with the
329. 13:36correctness, the grammar
330. 13:40such prepositions,
331. 13:43uh tenses, those kinds of things. Okay.
332. 13:46An interpretive error is really about
333. 13:48understanding. And so the the words are
334. 13:53not in the individual words are not
335. 13:56necessarily what is being asked because
336. 13:58when you break down those individual
337. 14:00words, they pick up on something. But in
338. 14:03the wider context of the whole sentence,
339. 14:05that's not actually what it means. So
340. 14:06for here, the example we have here is
341. 14:08what does he like? And they think it's
342. 14:11asking about likes and dislikes. So
343. 14:13because what does he like obviously
344. 14:16means, you know, what's his character?
345. 14:19So that's an interpretive error and
346. 14:21that's very very typical as well
347. 14:23especially with lower levels when you
348. 14:25know they're still learning the language
349. 14:27and possibly don't pick up on the whole
350. 14:29sentence just pick up on certain key
351. 14:32words which is you know a skill we teach
352. 14:34them. Okay. Uh pragmatic error is really
353. 14:37when the context isn't appropriate. It's
354. 14:40not quite appropriate for for what's
355. 14:43going on. So the example here is it's
356. 14:46really nor to go around saying you know
357. 14:50um for people you know hi handsome hi
358. 14:52beautiful and everyone uses it from
359. 14:54going into the restaurant the waiters to
360. 14:58I don't know one of the teachers at lie
361. 15:00would say it to me or say it to each
362. 15:02other. It's really really really common
363. 15:06and it's not remotely offensive in in
364. 15:10any way. It's just it's just an
365. 15:12endearment that you would use and it
366. 15:15doesn't necessarily have to be well it's
367. 15:16very much not used with people you just
368. 15:19know I say it can be used by just about
369. 15:21anyone to anyone. Um but going around in
370. 15:26English and walking into I don't know a
371. 15:29shop and being like hi handsome would be
372. 15:32odd indeed. So that would be a pragmatic
373. 15:34error that it's not appropriate for the
374. 15:36context. um and often comes again from
375. 15:40L1 interference through cultural
376. 15:43elements of the language.
377. 15:47So this is the type of eron correction
378. 15:49and you can use your own eron correction
379. 15:51um guide and and kind of shorthand but
380. 15:55what's really important is you keep it
381. 15:57constant. So whatever you decide to use
382. 15:59for you, you use it constantly so that
383. 16:02students get to know your shorthand and
384. 16:05can interpret it whenever they're doing
385. 16:07it. So we recommend this because it's,
386. 16:11you know, used a lot, but as I say, you
387. 16:13can build your own if you want. We need
388. 16:15we need it to be constant for your
389. 16:18students. So tense as in they've used
390. 16:22the present simple and it should be the
391. 16:25um present future. uh should be the
392. 16:27simple future um punctuation. So they
393. 16:31should have used a full stop but they've
394. 16:33used another comma which is super super
395. 16:36common in when Spanish people write in
396. 16:39English. Word order makes sense because
397. 16:42again it's an L1 interference. So they
398. 16:46say the hotel big instead of the big
399. 16:49hotel.
400. 16:51Prepositions notorious. Um, we have a
401. 16:53lot more prepositions than Spanish does
402. 16:56and they are a lot more random in
403. 17:00English. So when you go, you know, in
404. 17:03at, on, under, by, over, etc., there's a
405. 17:07lot going on. So preposition mistakes
406. 17:09are very, very common. Unnecessary word,
407. 17:12it's just not necessary for the
408. 17:14particular sentence or the wrong word,
409. 17:16it's just not the right word for that
410. 17:18particular meaning. grammar um could be
411. 17:21other grammar other than tense. So for
412. 17:23example, the grammar might be that
413. 17:26they've used an incorrect phrasal verb.
414. 17:30So or a phrasal verb that doesn't really
415. 17:31exist. So maybe they've said um
416. 17:36I have to get down um every morning and
417. 17:40may they mean to get up every morning
418. 17:43something like that. missing word now
419. 17:45having clear what that is and spelling
420. 17:47which you'll use a lot um a lot a lot a
421. 17:52lot. So this is your main grid. Okay.
422. 17:55So, what I'd like you to do now is at
423. 17:57the top you see I've made that little
424. 17:59grid mini for you up there on the right
425. 18:01hand side. And I'd just like you to get
426. 18:03a pen and paper and for a few minutes
427. 18:07I'd like you to go through this
428. 18:09particular activity
429. 18:11and
430. 18:13see the
431. 18:15mistakes that you can find. And so we've
432. 18:18done it so that it's all on different
433. 18:20lines to make it easier. And that that
434. 18:23certainly makes it easier for when you
435. 18:25go around to marking because you can
436. 18:26think, okay, these are the different
437. 18:28lines and these are the different things
438. 18:30on each of the lines. Okay, so have a
439. 18:33look through this. Take a few minutes
440. 18:36and use your grid above
441. 18:39and we'll have a look at the answers in
442. 18:42a couple of minutes. I'm going to give
443. 18:44you
444. 18:45two minutes to have a go.
445. 20:01and you've got one more minute.
446. 20:36Okay, let's see what you've come up
447. 20:38with.
448. 20:40Okay, so Jack Fre was born to New York.
449. 20:44So we've got a preposition
450. 20:47issue there. Okay. And then in October
451. 20:52in again preposition D next line in line
452. 20:57two we've got he was 18 years um which
453. 21:01is a a very common L1 um interference
454. 21:05because you'd say and you don't need to
455. 21:08say years old. So that's really
456. 21:11important there for your missing word.
457. 21:14Um, got another missing word, another
458. 21:17preposition in there. Um, line four,
459. 21:21another preposition. You will find this
460. 21:23constantly. Um, punctuation comes up
461. 21:27here with commas, with capital letters.
462. 21:30Capital letters are very different in
463. 21:31Spanish as well. So, again, something to
464. 21:35um, think about.
465. 21:38Word order here with hair long black.
466. 21:40Again, very common, especially with
467. 21:42slightly lower levels. Um, they went
468. 21:45along um word um wrong word. They went
469. 21:50along, you know, depends what um you
470. 21:53want to put there, but it it doesn't
471. 21:55work for this one for years spelling.
472. 21:57And they should know years. Um we we've
473. 22:01used years somewhere else, years old.
474. 22:04So, it's in the text for them. So, you
475. 22:07know, this is this is if we were to
476. 22:09categorize this, this is carelessness
477. 22:11and fatigue because we've seen that they
478. 22:13know how to spell it here with 18 years,
479. 22:16but they haven't spelled it correctly
480. 22:18here. So, we know that that's
481. 22:19carelessness. Grammar before they
482. 22:21decided getting married, so to get
483. 22:24married. Um, another preposition here.
484. 22:28um
485. 22:30prep here punctuation
486. 22:33punctuation with school tense they had
487. 22:37two children named Jackie and Peter and
488. 22:39lived so
489. 22:42they have two children named Jackie and
490. 22:44Peter so they've taken it into the past
491. 22:47and it needs to be into the present um
492. 22:50another and they have lived in Queens
493. 22:52since the past 2 years you wouldn't use
494. 22:55that preposition for the last 2 years.
495. 22:58So that's a wrong preposition on that
496. 22:59one. Um, Jack is very interested in
497. 23:02painting and likes to paint portraits of
498. 23:05his son Peter. This is very very common
499. 23:09because son and son are pronounced
500. 23:12exactly the same way but obviously have
501. 23:15different spelling. So that's is that's
502. 23:17how you could do a piece of work. And I
503. 23:20say this is really common especially if
504. 23:22you get some
505. 23:25students who are
506. 23:29prepping for exams first certificate
507. 23:31which is super super common in Spain
508. 23:35they love a good exam here. So lots of
509. 23:38your students especially teenagers and
510. 23:40young adults who need to show their
511. 23:42professionalism in English and have a
512. 23:45certificate and again Spain very much
513. 23:48likes titles and certificates.
514. 23:51So it's very very common for your
515. 23:53students to do exam based work and it's
516. 23:58you know good money to pick up. It's
517. 24:01certain times of the year there's lots
518. 24:03of prep to do. So it can be really nice
519. 24:06for private classes or inademies less
520. 24:08common in businesses but very common
521. 24:11with say teenagers young adults and at
522. 24:15certain times of the year. So I hope
523. 24:16this has been helpful. Don't forget to
524. 24:18come back to this when you're doing your
525. 24:20learner profile business project which
526. 24:22is one of the big assignments you have
527. 24:24to do and everything will be waiting
528. 24:26here for you. Please go over to your
529. 24:28tasks now and complete the tasks for
530. 24:31this section and I'll get back to you
531. 24:33with your results. All righty. And I
532. 24:35look forward to seeing you for error and
533. 24:37correction, too.