Use indirect correction and self-correction to avoid face-threatening error treatment¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends indirect correction: teachers "either encourage students to do self-correction in heuristic method or present the correct form, so students couldn't feel embarrassed". Following James (1998), correction techniques should enhance accuracy and should not be face-threatening. A remodeling example shows a teacher recasting "What means this word?" as a natural question rather than directly interrupting with "No, listen".

Design Implications¶

Context¶

Requirements¶

• Correction techniques must enhance students' accuracy in expression and take affective factors into account

Constraints¶

• Timing is complicated: delayed correction is usually preferred for communicative purposes, but immediate correction is preferable for pronunciation or grammatical errors, and correcting one student when the whole class knows the word feels awkward

Target Learners¶

• EFL students in classroom settings

Target Learning Goals¶

• Linguistic accuracy while maintaining fluency and learner affect

Related Strategies¶

• Behavioral Feedback for Correct and Incorrect Responses
• Use "I" Statements to Avoid Blame
• Normalizing Trouble
• Evaluate student contributions through praising, encouraging, quoting students' words, and gestures
• Provide incidental corrective feedback through clarification requests, recasts, and a P.S.

Examples¶

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Key Sources¶

• XIE Fang, JIANG Xue-mei. (2007). Error analysis and the EFL classroom teaching. US-China Education Review. https://scholar.google.com/scholar?q=Error+analysis+and+the+EFL+classroom+teaching