SKKN THPT Some effective error correction methods in english articles of grade 10

Sáng kiến kinh nghiệm lớp 10 “Một số phương pháp chữa lỗi hiệu quả trong các bài viết Tiếng Anh của học sinh khối 10” bằng cả tiếng Anh và tiếng Việt Some effective error correction methods in English articles of grade 10 I. BACKGROUND English is the most popular language in the world, an important school subject. Recognizing the importance of this language in international communication as well as in the development of international integration, the Vietnamese education industry has chosen English as the leading subject. English is not only necessary for tourism, foreign trade, foreign companies, computer users ... but also a compulsory high school graduation exam. Therefore, every student in high school must have a certain level of English to prepare for exams and after graduating, at least they must be able to communicate, read and write some common texts. meet. In order to do this, we constantly innovate teaching methods as well as curriculum to achieve real results for English in general and to train some basic skills for students. When learning a foreign language, writing skills are considered as one of the important skills that learners need to master if they really want to succeed in communication. Learning English is not an exception, especially during the opening of international economic integration, when most of the information resources are written in English, which requires increasing writing skills of this language. Writing is a skill that everyone, regardless of the profession, will use every day. As students, they have been and will encounter many types of writing to perfect their learning process. However, according to Nunan: In all skills, writing a coherent, fluent and suggestive writing is the most difficult thing in language learning (In terms of skills, producing a coherent, fluent and extended piece of writing is probably the most difficult thing there is to do in language).

"Some effective error correction methods in English articles of grade

10"

I BACKGROUND

English is the most popular language in the world, an important school subject Recognizing the importance of this language in international communication as well

as in the development of international integration, the Vietnamese education industry has chosen English as the leading subject English is not only necessary for tourism, foreign trade, foreign companies, computer users but also a compulsory high school graduation exam Therefore, every student in high school must have a certain level of English to prepare for exams and after graduating, at least they must be able

to communicate, read and write some common texts meet In order to do this, we constantly innovate teaching methods as well as curriculum to achieve real results for English in general and to train some basic skills for students

When learning a foreign language, writing skills are considered as one of the important skills that learners need to master if they really want to succeed in communication Learning English is not an exception, especially during the opening

of international economic integration, when most of the information resources are written in English, which requires increasing writing skills of this language Writing

is a skill that everyone, regardless of the profession, will use every day As students, they have been and will encounter many types of writing to perfect their learning process However, according to Nunan: "In all skills, writing a coherent, fluent and suggestive writing is the most difficult thing in language learning" (In terms of skills, producing a coherent, fluent and extended piece of writing is probably the most difficult thing there is to do in language)

In the process of learning a foreign language, making mistakes is also an inevitable part and plays an important role When practicing writing, students often face many difficulties in writing paragraphs that are consistent and coherent For 10th graders who are just starting to get used to writing a short paragraph, it is essential to point out the basic errors and guide them to fix them because it will help them improve in the process of learning and practicing writing skills later on Understanding the situations in which children make mistakes and how the teachers and their students correct them will also help improve their writing skills For English teachers, who have the main responsibility to help students improve this skill, the effectiveness of teaching depends not only on the method of teaching writing skills,

but also on knowledge and language skills of the teacher There are many factors that affect the learner's writing results, error correction is an important factor among them

We cannot deny that making mistakes in articles is inevitable during the learning process The more students pay attention to the lesson, the more they want to be creative and develop in their own way of understanding language formation This is one of the reasons why the number of mistakes students make is increasing but making mistakes is also seen as a positive process From mistakes, learners can see whether they write well or not and it also helps teachers assess the ability of students

at certain times to help them progress quickly In the process of correcting errors, teachers still encounter feedback from students This means that there will be disagreement not only with the teacher, but also within the student as to what errors the students make, how to fix them, and whether corrective action will work in help students improve their writing skills or not, how to fix errors most effectively, and fix errors when it is reasonable

With the problems encountered in teaching writing skills for 10th grade students, I implemented the experience initiative in the 2017-2018 school year with the subject: “Some effective methods of correcting errors in English articles Brother

of grade 10 student ”

By synthesizing, analyzing common mistakes in student writing and applying some corrective methods, I hope to contribute to helping students understand the difficulties in the learning process while suggesting Give teachers and students some effective ways to correct mistakes to make the lesson achieve the desired results

II PROBLEM SOLVING

1 Rationale:

1.1 Write

1.1.1 The concept of "writing" in language theory

In order to have an appropriate and effective approach in teaching writing skills, it is necessary to understand the concept of "writing" in language theory There are many definitions of "writing" Every linguist has his or her own definitions depending on the criteria they consider important

According to Byrne (1979), writing is "the operation of forming a sequence of symbols arranged by convention to form words and words arranged into sentences" From this perspective, we can see that any activity that makes up the word / sentence, whether meaningful or not, is considered "written"

Writing, in terms of language theory, is not as simple as the concept that Byrne came up with It is a complex process that, according to Lannon (1989), defines "the process of transforming materials discovered by inspiration, randomness, trial and error or whatever is in the message full meaning - Writing is a process of careful decisions ”(p.9) According to this definition, writing must contain meaningful messages, this definition is more complete than the definition of Byrne (1979) because it aims to write, not write without clear direction

In the process of teaching and learning, writing is considered to be a "language skill" (Tribble, 1996, p.3), it is not only the presentation of language in written form but also the development and expression of ideas in a sequential, structured way ”It is" a process that takes place over a period of time, especially when we spend some time thinking before writing the first outline "(Harris, 1993, p.10) Compared to the concepts given earlier, this concept is most satisfactory because it covers all aspects

of writing skills: form (written text), purpose (express ideas) , and structure (textured)

When writing, we know that a written document is the product of an individual with the purpose of communicating with others indirectly That means the receiver does not stand in front of the writer to hear from the writer So the writer must make sure the text he wrote is not only accurate but also easy to understand for the reader Several factors that need to be considered when writing according to Raimes (1983)

Mạo từ, đại từ, v.v kiểm tra lại

Những ý tưởng

rõ ràng và

HÌNH THỨC hiệu quả ĐỐI TƯỢNG

TIẾP NHẬN

phát âm,

dấu câu, v.v

Chủ đề Sự mạch lạc, thống nhất

SELECTION

Vocabulary, idioms, expressions

1.1.2 Writing process

According to Tribble (1996), the writing process consists of 4 steps:

1 Before writing: This is the step that the writer takes before drafting, including

selecting topics, thinking, taking notes, discussing, organizing ideas, drafting, collecting information (For example, interview, search library information, process data)

2 Draft: Drafting is the process by which writers put ideas into sentences and

paragraphs, focusing on explanation, clarifying ideas, and linking ideas

3 Revise: This is an important step for a complete document The writer will think

about what the reader expects, the reader is the center of the text towards For example, refining texture, linking ideas or adding conjunctions

4 Editing: The writer reviews the form of writing such as spelling, grammar and

punctuation

As we see from the point of view, writing is a one-way process that does not involve the reader Reid (1993) makes the same point but adds three more steps to the writing process: feedback, evaluation and after writing This makes Reid's writing process more satisfactory

In short, the steps of the writing process according to Reid (1993) can be illustrated in the following diagram:

TRƯỚC KHI VIẾT

VIẾT NHÁP PHẢN HỒI SỬA LẠI BIÊN TẬP ĐÁNH GIÁ SAU KHI VIẾT

In short, writing is an exercise that two people don't do in the same way However, there are basic steps that every writer must follow when writing Every researcher has different ways to illustrate the writing process, but all of them consistently write as a process of "recursive" rule, which requires great effort from the writer

1.2 The concepts of "error" and "error correction":

1.2.1 Overview of the error:

1.2.1.1 Concept:

There are many definitions of errors given by famous researchers such as Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993), Crosling (1996) etc Although they express in different ways, the concepts have in common the nature and function of the error

Goldstein (1990) defines errors as "an act of ignorance, omission, or unintentional neglect, lost from the original orientation or failed to achieve the goal"

Klassen (1993) gives a simpler definition of error According to Klassen, the error is "a form or structure that indigenous people cannot accept because of inappropriate use."

Meanwhile, Crosling (1996) put forward his views in the direction of respectful of the criteria "Any deviation from the method compared to the ordinary is considered a fault"

When it comes to errors, some researchers have the same opinion that not only foreign language learners make mistakes but also native speakers Indigenous peoples often make mistakes at two levels of "morphological error" and "expression error", the second one is a common error with higher frequency (McKay, 1984) Therefore, errors should be considered as unconventional and inappropriate things We can see mistakes at all levels of language, from form errors to expressions

1.2.1.2 Error classification

Lippman, J (2003) classifies errors into two categories: "general error" (covering error) and "specific error"

PHÂN LOẠI ? Vấn đề chung bao gồm:

Lỗi bao trùm Lỗi riêng 1 Luận điểm

Không chính không chính 2 Cấu trúc

xác toàn câu , xác từng thành tố 3 Căn cứ

VD trật tự từ, VD thì, 4 Sự tương thích và nhất quán

liên từ mạo từ, 5 Sự phù hợp với đối tượng và mục

Vấn đề riêng bao gồm:

Giao tiếp Giao tiếp 3 Ngữ pháp

không thành công khó hiểu 4 Dấu câu

Trích theo Lippman (2003)

There are many ways to classify errors depending on the purpose of the researcher in the analysis and the appropriateness with the actual conditions of the language teaching and learning

1.2.2 Overview of error correction:

1.2.2.1 Error correction:

When evaluating an article we have the concept of "feedback" - feedback, which has two elements to distinguish: "assessment" evaluation and "correction" -error correction In terms of assessment, learners are simply identified as performing well in the written article Regarding error correction, learners receive detailed information about the article such as: explanation, providing better ways of writing

As a rule, correcting errors can and should give the writer the right and wrong way and why, but in general both teachers and learners see this concept as correcting errors

1.2.2.2 Some basic methods of curing writing for students

In the process of teaching in general, teachers often have to solve problems such as

"which errors need fixing" and "fix errors effectively"

Gower and Walter (1983) presented four problems for language teachers to solve when students made mistakes in writing, which is "what to fix, when, how and how much"

Meanwhile, Raimes (1983) also introduced 7 basic principles of error correction for error correction during classroom teaching:

1 For students' writing, there is no need to mark errors but still identify errors to be corrected

2 Identify the error carefully and find the cause

3 Find the parts that students have successfully completed

4 Record the students' mistakes

5 Set up error symbols that are clear and easy to understand

6 Regularly give reasons or correct and remove errors carefully

7 Finally: handle errors carefully and create habits for students

Solving the problem of "fixing what, when", researchers often suggest that the teacher should choose to fix the way immediately or until similar errors occur in the same lesson

To make the problem of "how much to fix" it is clear that Gower and Walter offer some suggestions:

• Engage students in the writing process

• Spend less time fixing individual mistakes but focusing on common mistakes

• Identify errors students have made

• Indicate the location of the error

• Indicate the type of error

• Give learners the opportunity to correct themselves

• Students who cannot fix the lesson, ask other students for help

• If the previous step fails, the teacher corrects the error

Edge (1989) also offers the following three basic troubleshooting steps:

(i) Self-correction - Self-correction:

Teachers point out errors for students to correct themselves because sometimes students need help to identify errors before they correct themselves

(ii) Peer correction - Learner corrects errors together:

Students work in pairs or in groups to find and correct errors in each other's writing This attracts all students to the process of error correction, making them more active, less dependent on the teacher

(iii) Teacher correction - correction teacher:

The teacher finds the writer who wants to say the wrong sentence and teaches students how to express it correctly

1.3 The relationship between error, error correction with the process of teaching and learning writing skills

Making mistakes is inevitable in the learning process, in this way learners create important and essential characteristics for language learning Making mistakes

is the way a learner verifies what he or she has learned, capturing that language

For teachers, making mistakes in the learning process helps them assess their knowledge level, consider what they need to learn to improve

Error correction also has a positive impact on the language teaching and learning process Students who learn through self-correction, correct mistakes made

by their classmates, and listen to their teachers' mistakes can progress faster Especially writing skills require high accuracy in words and expression

2 Actual situation:

From analyzing survey data and reading and finding errors in student writings during the course of teaching, we see some realities of the issues raised in this experiential initiative as follows:

Both teachers and students have a positive attitude towards correcting errors, and treat error as an essential part of the learning process, as an important factor in improving students' writing ability

Although error correction plays an important role in writing skills, and although both teachers and students have tried, students' writing skills have not improved much The reason is that many errors have not been pointed out and thoroughly corrected after making a general assessment of the student's writing, so even if students review it, they can not understand where they are wrong

There are errors that both teachers and students find difficult to make, such as logical errors, word errors, or word errors (Example: Correct sentence: I like reading historical magazine Wrong sentence: I like reading historic magazine The adjective historic - famous, important in history and historical - belongs to history.) Students and teachers often pay attention to spelling, grammar or structure errors when evaluating articles

In the way of error correction method, both teachers and students think that the teacher corrects errors, students correct students' mistakes and self-rectify is the main method Students are often passive in the process of correcting errors

In general, there are still many problems in correcting students' essays, especially 10th graders who are familiar with the types of writing in the curriculum such as letters, invitations, narratives, etc Therefore, in order to improve the quality

of teaching and learning in general as well as improve the effectiveness of error correction in the learning process of writing, the introduction of effective and appropriate error correction methods should be understood and applied

3 Measures taken to solve the problem:

3.1 Teacher

3.1.1 Steps in the assessment process for student writing

3.1.1.1 Determine "Which errors need fixing"

Correcting all errors in a student's writing is not really necessary Teachers should choose important points - this depends on the language goal the lesson is

directed at This requires the teacher to identify errors in the overarching or minor errors and guide the students

When students understand the common types of errors they will identify the type of errors in their writing It is often easier for students to find grammatical errors than semantic errors, words or logic errors

3.1.1.2 Determine "How many errors should be fixed"

The teacher may decide to correct only basic and serious errors so as not to discourage students from having too many errors in their writing However, the amount of error that should be corrected depends on the student Because some students are embarrassed to have received too many errors in writing, others are not satisfied if the article recognizes only a general comment such as a "good test"

3.1.1.3 Establishment of "Error remedy"

- Use symbols when fixing lessons: This method proves to be convenient because teachers do not have to write all the words and phrases in the article, especially when the number of lessons is high

Symbols and meanings:

GR: Grammar - Grammar

Voc: Vocabulary - Vocabulary

Sp Spelling error - Spelling

P Punctuation error - Punctuation error

V Verb tenses errors - Error about

W.O Wrong word order - Wrong word order

W Wrong word used - Using the wrong word

Agr Agreement - Agree

Y upside down (reverse y) word missing - Missing word

! Careless error - Careless error

Good, well done - Good work

? I Don't understand

Prep Preposition - Prepositions

 Good point - Yes / good

Cap Capitalizing this word - Capitalization error