英语课堂纠错技巧

There are long trees on each side of my street.
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2、区别对待系统性差错与语误 系统性差错是指学习者尚未掌握或尚未完全掌握目的语的
体系而出现的错误，也被称作语言能力错误。
• The girl dreamed to become a famous singer .
全局性错误指使用句子结构主要成分中出现的错误，导致句子 或话语难以理解或无法理解
I like take taxi but my friend said so not that we should be late for school.
语序颠倒、错用或漏用连接词、句法过度概括 局部性差错是指句子结构成分运用中出现的错误，但没有造成理 解问题
when I was in bed.
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6、追问法（Pumping） 当学生没能准确回答问题而又未犯语法错误时，教师应
鼓励学生继续回答，直到他/她做出更合理的、更符合逻辑 的回答。例如：
T: Who told you the news? S: The sports meet will be held in our city next summer. T: Good, but who told you the news, Mary or Mike? S: Mary told me the news.
I am get up at six in the morning.”
4、交际错误
，
语法结构和用词上都没有问题，但在语境中显得很不恰当
在交际场合让人难以接受
“Are you married?”
或“How much do you earn every year?”
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二、纠错的原则
• 1、区别对待全局性差错与局部性差错
T: Well, please say something about your aunt.
S: OK. My aunt is a pretty long…tall woman. He…she is
a…an accountant.
She work…works on…in a car factory. She usually go…goes
7、澄清法（Clarification requests）
教师因不明白学生说的话或发现学生的言语出现形
式错误而发出明确的信息要求学生纠正，通常使用What?
/ I’m sorry? / Pardon me? / What do you mean by…?之
类的话。
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S: I want be a scientist when I grow up. T: Er? I’m sorry? I want…
• S2: And you confused do and does here, too.
三、纠错技巧
1. 直接纠错法（Explicit correction） 2. 直接纠错是指学习者出现错误时，教师打断其语言训练或实践活 3. 动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正
课堂用语通常有：You should say… / No, you shouldn't say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say…in English. We say…等。
教师通过以下方式启发学生纠正错误：
T: Now, look at this picture. What’s in it? S1: Three basket of apples. T: Three basket of apples? Is he right?（用目光或手势示意全班学生回答）
OK. Please correct it.
目产生影响，从而发生错误，它是目的语 错误或不完整学习的结果
例: He is coming. He comes.
生成错误： He is comes.
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3、诱导错误（Induced errors）
教师讲授或学生练习不当造成的语言错误，主要表现 为教学诱导错误
例如，I am a teacher I am having an English class.
SS: Three baskets of apples. T: Yes. Good. Well done. OK（转向犯错的学生）, do you understand?
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5、重复法（Repetition） 教师发现学生的语言错误后，可以要求学生重新回答， 并使用Once more. / Pardon? / Repeat please.等对学 生加以引导。如：
英语课堂口语纠错技巧
一、错误类型及其成因
二、纠错的原则 三、纠错技巧 四、纠错案例评析
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一、错误类型及其成因
• 1、语际错误 母语迁移导致的错误。
The problem will discuss tomorrow”
分析：汉语中常用主动句型表示被动含义 而英语中必须体现被动语态。
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• 2语内错误 一个目的语项目对另一个项
3纠错方式
自我纠正（Self-correction）、 同学纠正（Peer-correction） 教师纠正（Teacher-correction）
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• S1: What time do she usually do his homework? You confused his and her.
please. S: Oh, sorry. I had a bottle of milk, an egg and two cakes.
2. 重述法（Recasts） 重述是指教师对学生语言表达中的错误进行含蓄纠正。
• S: I think that the worm will go under the soil.（第一次表达） • T: I think that the worm will go under the soil? • S: …（没有回答） • T: I thought that the worm would go under the soil.（重述） • S: I thought that the worm would go under the soil.（第二次表
达）
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3. 强调法（Pinpointing）
教师重复学生的话，有意重读和拖长出错部分的发音或用升调以 表示特别强调。
S: I am going in Beijing. T: I am going IN (?) Beijing? S: I am going to Beijing.
4. 启发法（Elicitation）
பைடு நூலகம்
to work by a car…by car. She likes travel…traveling.
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S: I want to be a scientist when I grow up.
8、等待法（Waiting） 有些口语错误只是语误而已。在听到学生的语误时，教师应
尽可能延长等待时间，让学生自行纠错（James, 2001）。学生发 言时，教师最好不要打断学生。必要时，可以使用一些表示不认可 或困惑等的体态语或简短的提示语，以帮助学生意识到错误并进行 自我纠正。例如：
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T: What did you have for breakfast this morning? S: I have a bottle of milk, an egg and two cakes. T: Oh. You should say“I had a bottle of milk…”Read after me,
• S: I made my birthday cake last night when I was in bed.
• T: Er? Who made your birthday cake? Once more.
• S: My mother. • T: Oh, your mother. And then repeat it please. • S: My mother made my birthday cake last night