Learners’ mistakes and correction strategies 学习者错误及改正技巧

Correction code 错误代码

A series of symbols a teacher may use to mark students’ writing so that they can correct mistakes by themselves, e.g.

P = punctuation mistake, T = tense mistake. Echo correct 复述错误

When a student makes a mistake, the teacher repeats the mistake with rising intonation so that students can correct themselves, e.g. Student: He don’t like it. Teacher: Don’t?

Student: He doesn’t like it.

Over-application of the rule 语法规则运用过度

When a student uses a grammatical rule too much, making an incorrect word or structure by following a regular pattern, e.g. a student says There were three girls (correct plural form) and two mans. (incorrect plural form)

Over-generalisation: see over-application of the rule. 概括过度 Reformulation noun, reformulate verb 错误重述

When a teacher corrects what a student has said by repeating the sentence correctly, but without drawing the students’ attention to their mistake. This is usually the way parents ‘correct’ their young children’s language mistakes. Repetition 复述

To say something again, often for practice. This is often done in drills. Self-correction 自我更正

When students are able to correct language mistakes they have made when asked without help from the teacher or other students. Time line 时间轴

A diagram that shows learners the relationship between tense and time. It is often used in language teaching to present the use of a new tense or to correct learners when they use tenses wrongly, e.g.

Past Now Future

--------------------------------------- Present perfect tense

See tenses.

Classroom management 课堂掌控

Active role, passive role 主动角色，被动角色

When students think about their own learning and what their own needs are and try to help themselves learn more, they are taking an active role. A passive role is the opposite of an active role. Classroom management 课堂掌控

The strategies used by a teacher to organise the classroom and the learners, such as seating arrangements, different types of activities, teacher roles, interaction patterns. Closed pairs 两人小组练习

When students do pairwork with the person sitting next to them and no one else listens. See open pairs.

Co-operation noun, co-operate verb, co-operative adj 合作

Working together and helping each other. In some group work activities students will co-operate to find the answer or solve a problem. Discipline noun + verb 纪律

The way a teacher keeps control of students in the classroom. Dominate verb, dominant adj 主导性地位

To have a very strong influence over what happens. If a particular student is dominant in class, then other students get less chance to participate actively. If a teacher dominates, the lesson is teacher-centred.

Energy levels 精力水平

The feeling in a classroom. If are interested and working hard, then the energy levels are high; if students are bored or tired then the energy levels are low. Get students’ attention 让学生集中注意力

To make students listen to the teacher, possibly after they have been doing group or pairwork. ______________________________________________________________________________________________

? UCLES Cambridge ESOL 2005 27

______________________________________________________________________________________________

? UCLES Cambridge ESOL 2005 28

Grade (language) 分级语言

To use language that is the correct level for the students and is not too difficult. See graded reader. Group dynamics 群体动力

The relationship between members of the class. Interaction patterns 互动模式

The ways in which students work together in class, such as open class, pairwork, group work and individual work.

Involvement 参与

Taking part in an activity, being involved in it. Learning contract 学习协议

An agreement between the teacher and the students about their roles and responsibilities (i.e. what the teacher will do and what the students will do to help the students to learn).

Mingle noun + verb 交互式练习

A mingle is an activity which involves students walking round the classroom talking to other students. Mixed ability, mixed level 不同学习能力混合

The different levels of language or ability of students studying in the same class. Monitor 课堂监控

To watch over students in order to make sure that they are doing what they have been asked to do, and help them if they are having problems. Nominate 点名

To choose and name one student to speak or do a particular task. One-to-one 一 对一教学

A teaching situation which involves only one teacher and one student. Open class 面向全班

When the teacher leads the class in an activity and each student is paying attention to what is happening. When students respond, they do so in front of everyone in the class. Open pairs 两人小组

In open pairs, one pair does a pairwork activity in front of the class. This technique is useful for showing how to do an activity and/or for focusing on accuracy. See closed pairs. Passive role: see active role.

Rapport, build rapport 教师和学员的和谐关系

The relationship between the teacher and students. Teachers try to build or create a good rapport or relationship with their students. Routine 常规

Something which is done regularly such as a teacher setting writing homework every Friday. Teachers try to develop some routine habits in the classroom, e.g. always asking students to record new words with their meaning and an example sentence. Seating arrangement 位子安排

The way the students sit in the classroom, e.g. in rows, in a circle around the teacher, in groups around different tables.

Seating plan 位子安排计划

A plan of where the students should sit in the classroom. Teacher role 教师角色

The way a teacher chooses to manage the classroom, e.g. a teacher can choose to take a controlling role, giving directions or instructions at the front of the class or to take a less controlling role, monitoring students as they work. Teaching space 教学空间

The areas in the classroom that can be used for teaching, e.g. the board, the walls, the desks, the open floor.