Hi all,

Like the presenter of this video, I'm a former IH Barcelona DELTee, and I can
clearly see the ideas of that school's head DELTA trainer, Neil Forrest, in
Richard's ideas - down to the Keith Johnson and Patsy Lightbown quotes. Like
Richard, Neil is very hot on immediate and intrusive error correction - if
you're not intruding into the flow of conversation, you've no chance of getting
the correction noticed. I remember being quite affected by these ideas when i
studied the DELTA, and in my teaching afterwards, I did a lot more error
correction then than I had done before. Now, two years later, I seem to have
reverted to other techniques - recording the students, using teaching techniques
with built-in scaffolding opportunities. But in general, I'm doing far less
error correction than I was immediately post-DELTA. Watching this video, I
wonder why? Often, when correcting errors, I feel almost embarrassed on the
behalf of the learner; yet my learners, too,
ask for more correction. What is to be done?


Peter



________________________________
From: nickbilbrough <nickbilbrough@...>
To: dogme@yahoogroups.com
Sent: Thursday, 9 April, 2009 11:52:34
Subject: [dogme] Re: dogme and correction





What I got out of Richard's presentation was the following

He often found that oral corrections that were given to other people in the
class more useful than those given directly to his own utterances. This was
because he was able to listen and make an note without the pressure of having to
respond himself.

It was very difficult to hold oral corrections in working memory long enough for
it to have any effect. This was improved by the teacher boarding the correct
example immediately.

He preferred immediate correction, rather than waiting to the end of a fluency
activity for feedabck from the teacher. When correction was delayed he found
that he sometimes couldn't relate the correction to language that he had used.

He found that the most effective method of correction was an immediate one, with
boardwork, and then being given the correction again at the end of the class.

He valued recasts of his utterances immensely and found that sometimes his
teachers were happy to accept things from him which he felt sure could be
improved. If he pushed his teacher to provide a better example of what he had
said he found this very useful.

Nick

--- In dogme@yahoogroups. com, Robert Haines <hainesrm@.. .> wrote:
>
> "I thought the presentation was a virtuoso performance, accept that
> he, personally, learned from error correction, but was not convinced
> that this would necessarily be generally true for many learners."
>
> Dennis, I'm not sure how we assess Richard's SLA and the impact error
> correction had on it, but he did seem intent on getting his money's
> worth.
>
> Rob
>
> [Non-text portions of this message have been removed]
>







[Non-text portions of this message have been removed]