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I don’t like correcting students while they are communicating. My reasons are several. First of all, I don’t want to interrupt their flow of thoughts. As I strongly believe that meaningful communication leads to language acquisition, herein lies my priority. Which is not to say I never go more deeply into questions of accuracy, grammar reflection, vocabulary practice and at times even drilling of forms. Many students expect this in a language course and some profit from it.
So when the question came up in class, and some said they believed they wouldn’t improve if I didn’t correct them on the spot, we entered into a discussion that touched upon the very core of what we believe how languages are learned or, more specific, how we as individuals believe we best learn.
I tried to explain why I don’t like correcting, but was still open to accepting their request – their wishes, in the end, are more important than my linguistic principles.
It is not that I never correct. I do it more in one-to-one situations I think. In a group context, my practice is different: I listen and collect areas in which I realize some or many seem to have problems of accuracy. Very often this concerns the over-use of the continuous forms, or the lack of understanding of the present perfect.
With vocabulary it is slightly different. In conversation, it occurs more naturally that I correct the false use of a word or expression, or offer an alternative, or a choice when the speaker gets stuck. This seldomly leads to an interruption of someone’s thoughts as the missing word or expression is needed to express them.
Structural inadequacies do not necessarily hinder expression – another question we discussed: which grammatical mistakes truly disrupt communication and/or would lead to misunderstanding. (Someone in the group remarked that though communication might also work without grammatical perfection he would still like to speak correctly – a valid demand which I do not deny even if it sometimes seems so; I just want to set the priorities straight when it comes to successful communication.)
So where improving grammatical accuracy is concerned, my approach is to take a time out from topical sessions and focus on form. Very often this is not just going through exercises, but discussing the why of use, the semantics of a form and the reality of choices depending on the context or on whatever nuances the speaker wants to express.
If someone, e.g., overuses the progressive, I find it necessary to devote at least a whole session to the topic. I do understand that after having done this, some in the group were wondering, how they could integrate what they had learned into their own language use. They might have felt that having been made aware of their faulty use of the form and having understood the semantics of – in this case – the progressive, would not necessarily lead to correct application in the future. And they are right. It is only a first step. It is a gradual process, and takes time. And more than one time-out to focus on form.
I don’t really believe correcting them while they are focusing on finding the right words for what they want to express will lead to improvement. (I also can’t quite imagine the practical side of how to go about this without totally cutting the speaker off.) My experience has been that correction distracts the focus away from content, it is an interruption, and I’m not just being polite. (As one student said, politeness need not concern me, as I am the teacher.)
I have no scientific proof that correcting them while they are speaking will not help them improve. However, studies and research on the most efficient language teaching programs have come to the conclusion that immersion programs emphasizing meaningful communication with additional focus on form is the most successful.
In child language development it has been found that not only is correcting the child not helpful, it even disrupts the natural acquisition process, as language use is first and foremost interaction, a semantic and pragmatic exchange; language is the tool to achieve whatever the speaker has found out can be achieved by using it. With sufficient, meaning plenty of, in-put, children figure out the regularities on their own and the fine-tuning is developed along the way. Some scholars believe that adults still have this capacity of being able to develop a new language in similar processes, though others believe there to be a critical period beyond which people lose this ability. I would think the debate is still on, similar to the age-old debate on nature versus nurture.