Some methods of corocecting the mistakes in writing the topic in class 9 at phu hai toai secondary school

THANH HOA OFFICE OF EDUCATION AND TRAINING HA TRUNG DEPARTMENT OF EDUCATION AND TRAINING THE INITIATIVE EXPERIENCE SOME METHODS OF CORRECTING THE MISTAKES IN WRITING THE TOPIC IN CLASS AT PHU-HAI-TOAI SECONDARY SCHOOL Writer : PHAM THI HAU Position: Teacher School: Phu-Hai-Toai secondary school The initiative experience of subjects: English Thanh HOA, the year of 2017 CATEGORY Number 1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 Content INTRODUCTION The reason for choosing the topic The purpose of research Study subjects Reseach methodology Page 2,3 3 CONTENTS OF THE INITIATETIVE EXPERIENCE Relationale of the initiatetive experience 3,4 Status of problem before applying the initiative 4,5 experience The solutions were used to solve the problem 5-15 The effect of initiative experience for education 15,16 activities, with myself, the colleagues and the schools IN CONCLUSION AND REQUESTS In conclusion Requests 16 16 16 REFERENCES 1 INRODUCTTION 1.1 The reason for choosing the topic Nowadays, foreign languages play a very important role in many areas In "foreign languages", English is the most common foreign language in transactions, relations and diplomatic relations among countries in the world It becomes the native language of many countries, the language of communication between people and people around the world Vietnam is a developing country, and by 2020, it will become an industrial country Therefore, it requires the necessaries for a comprehensive human development, both in the fields of development and development English has become a powerful tool in communicating with many countries, which is a tool that facilitates integration into the international community and regional access to international information and science and technology approaches to other cultures Each other as well as important international events.[1] 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 no exception, especially in the area of international economic integration, where most of the information is written in English, and the writing skills of this language are being increased Writing is a skill that people whatever they every day As students, they are, and will be encountering many types of articles to improve their learning process However, according to Nunan: "In terms of skills, producing a coherent, fluent and extended piece of writing is probably the most difficult thing there is in language."1 In the process of learning a foreign language, mistakes are also an inevitable part and play an important role When writing, students often face many difficulties in writing paragraphs that are consistent and coherent For junior high school students, they are just beginning to get used to writing short paragraphs, pointing out basic mistakes and guiding them to overcome them is essential because it will help them advances in learning and practicing writing skills later on Understanding the cases in which you make mistakes and the way your teacher handles them will help improving your writing skills With English teachers who have the primary responsibility for helping students perfect this skill, the effectiveness of teaching depends not only on the teaching method of writing but also the knowledge and skills of language Of the teacher There are many factors that affect the learning outcomes of the learner, correcting mistakes is one of the most important factors We can not deny that making mistakes in articles is inevitable throughout the learning process The more students focus on the lesson, the more they want to create and develop in their own way of understanding the language This is one of the reasons why the number of errors that students make is increasing but making mistakes is seen as a positive process Learners may find that they write satisfactorily and that it In Section 1.1: The paragraph: "In terms of skills, producing a coherent, fluent and extended piece of writing is probably the most difficult thing there is in language." written by author Nunan also helps the teacher assess the student's ability at the right time to help them progress During the process of correcting the mistakes, there are also feedback from the students This means that there will be disagreements not only between the teachers but also the students about what mistakes students have, how to overcome them, whether the cure is effective in the work Helping students improve their writing skills, how best to fix bugs, and fix bugs when it is justified For the above reasons , especially through the fact teaching at Phu Hai Toai Secondary School, self-study self-improvement , I decided to implement the initiative in the academic year 2016 - 2017 with the theme: "Some methods of correcting the mistakes in writing the topic in class at Phu Hai Hai Toai Secondary School” In the hope of contributing his small part in teaching English more effectively Looking forward to your suggestions, constructive reading 1.2 The purpose of research As a teacher teaching English at Phu-Hai-Toai Secondary School, I want to improve the quality of English lessons in particular and improve the quality of education in general, the above issues make me especially special toothpick And that is the reason that I research, explore to find the optimal solution to apply to the teaching practice, bringing the highest effectiveness in teaching English in class 1.3 Study subjects Carry out a study and review of the natural mistakes made by students during the writing process at Phu Hai Hai Toai secondary school from 2015 to 2017 In-depth research and fault corrections for control results are made for students in classes 9A and 9B in the 2016-2017 school year 1.4 Research methodology - Reader reading method - Experimental method - Product research methods - The method of summing up experience CONTENTS OF THE INITIATIVE EXPERIENCE 2.1 Rationale of the initiative experience Language is a form of communication, learning a foreign language is learning to use words in communication, forming communication skills in English Therefore, the teacher must determine the relationship between knowledge and skills, the two main components of the content of teaching Skill is the center, the ultimate goal of teaching, knowledge is the condition, the means At junior high school they are very innocent, very eager to play exciting, fun They will feel suffocated if they are too rigid Besides, they are also eager to learn, explore, discover Understanding this with the responsibility of being a teacher, I always try to find out how to teach simple, easy to understand, impress children so they can absorb without feeling tired, hard to always create air "learn that play, play learning" In addition, I think encouragement and caring will make them believe and try harder in their studies, always showing them the importance of the subject and giving them confidence Consciousness from which to create a strong driving force urge hard work diligence and effort However, my school is mostly rural children, the economic conditions are so much difficult, the investment in material as well as the time spent on children's education is not met In addition to class time, the children also have to help their parents with the housework and on the farm, not have time to learn by themselves Parents' interest in parenting is limited The sense of learning of a small group of children has not met, the method of learning is not suitable, not well combined the skills required by the lesson, resulting in the quality of learning is limited Facing this difficulty is a teacher who directly teaches the English subject I am always awared and anxious to find out the learning methods for my students to learn better than the students in learning I am still weak, less English, so in the course of teaching I always learn self-refreshing special learning co-workers to find appropriate methods in teaching, take appropriate measures for children Students love, study hard and learn effectively in English With the desire to improve the quality of teaching English at Phu Hai Toai Secondary School and through teaching practice I have researched and applied the number of practical solutions best suited to the reality of the school as well as the learning conditions of students and achieved good results The very clear progress in student learning shown through the tests is motivating and enabling myself to complete this initiative 2.2 Status of the problem before applying the initiative experience Phu Hai Toai Secondary School is the only inter-commune school of Ha Trung district, which is concerned with education by all levels of education, especially the school's board of directors, who are very interested in teaching English subjects, creating everything The best possible (possible) for teachers and students about facilities as well as teaching aids and time funds including extracurricular The English teaching team in the school is composed of three comrades who are well above the standard, have a high sense of responsibility and always perform well in their professional activities, especially discussing, building and exchanging teaching ideas To get the best instruction, students learn the most effectively Besides the advantages that the school also many difficulties are: My school is a residential area of three communes in the remote area of the district, the local people in the three communes are still poor, and the economy is still very difficult, so the impact on the quality of learning of students, more Some parents not realize the importance of learning English, so they have not invested properly, have little interest in studying their children and are sometimes entrusted to the school Facilitate your child's learning Thus, the good teaching of listening-speaking-reading-writing skills and especially the writing skills are essential for the 9th grade students can use and communicate better So how to teach effective "writing" skills is not easy for English teachers in general and for myself in particular Through the results statistics I tested the students in classes 9A, 9B: "Period 11 Unit 2: Clothing-write" (English 9) The results are as follows: Excellent Number of students Survey 9A 37 9B Total Class Quite good Average Weak Poor Number % Number % Number % Number % Number % 15 6.7 20 33.3 26.7 13.3 38 20 10 20 30 25 10 75 35 8.6 20 11 31.4 25.7 11.4 From the above results, I realized that students have not learned the lesson with certainty, grammatical mistakes much From the mind of the teacher, from the beginning of the academic year 2016-2017, I brought in the idea of how to point out and cure students' errors after giving a general assessment of their writing Step by step, I have found the correct solution to my students 2.3 The solutions were used to solve the problem 2.3.1 Theoretical basis: * Write - The concept of "writing" in the theory of language2 In order to have appropriate and effective access to teaching writing skills, understanding the notion of "writing" in the theory of language is necessary There are many definitions of "writing" Each linguist has its own definitions depending on the criteria they consider important According to Byrne (1979), "the activity constitutes a series of symbols arranged by convention to form words and words arranged in sentences." In this view, we can see that any activity that makes up words / sentences, whether meaning or not, is considered "written." [2] Writing, according to the theory of language theory is not as simple as the concept that Byrne It is a complex process that, according to Lannon (1989), is defined as "the process of converting materials discovered by inspiration, randomness, experimentation and error, or anything else in the message Full of meaning - Writing is a process of prudent decisions "(By this definition, the writing must contain a meaningful message, which defines the definition of Byrne (1979) as it aims: Write, not write without clear orientation.) [2] In the process of teaching and learning, writing is considered "language skills" (Tribble, 1996, p 3) It is not only written language but also development Section 2.3.1 The paragraph: "the activity constitutes a series of symbols arranged by convention to form words and words arranged in sentences." Written by Byrne (1979) The paragraph: "the process of converting materials discovered by inspiration, randomness, experimentation and error, or anything else in the message Full of meaning - Writing is a process of prudent decisions.” written by Lannon (1989), The paragraph:"a process that takes place over a period of time, especially when we spend some time thinking before writing the first outline" written by (Harris, 1993, P.10) and referenced from Byrne (1979) and expression 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 previously given concepts this concept is most satisfactory because it covers all aspects of writing skills: form (writing), purpose (expressing ideas) , And structured (structured) When writing, we know that writing is the product of an individual who aims to communicate indirectly with others That means the receiver does not stand before the writer to hear from the writer Therefore, the writer must be sure that his writing is not only accurate but also understandable to the reader - Some factors need to be considered when writing under Raimes (1983) ALLEGES CONTENT Structure of the sentence s GRAMMAR Tenses, articles, pronouns, etc FORM valid, clear, logic, etc WRITING PROCESS Have idea, write draft, review Good ideas SUBSCRIBE SUBJECTS The Readers Handwriting, punctuation, pronunciation STRUCTURE Paragraphs, Topic THE PURPOSE Reason to write Coherence, unity CHOOSE Vocabulary, idioms, expressions - The writing process According to Tribble (1996), the process consists of four steps: Before writing: This is the step that the writer performs before drafting, including selecting topics, thinking, taking notes, discussing, arranging ideas, outlining, gathering information (Eg, interview, library search, data processing) 2.Writing draft: Drafting is the process by which writers put ideas into sentences, paragraphs, focus on explanations, clarifying ideas, and linking ideas Correction: This is an important step to have a complete the topic Writers will think about what the reader expects, the reader is the topic center towards For example, refine textures, link ideas, or add words Checking: Writers review the form of the topic such as spelling, grammar, punctuation As we have seen from the point of view, writing is a non-reader one-way process Reid (1993) also shares the same viewpoint but adds three more steps of the writing process: feedback, evaluation, and writing This made Reid's writing process more satisfactory In short, the steps of Reid's writing process (1993) can be illustrated in the following diagram: BEFORE WRITING WRITING DRAFT FEEDBACK CORRECTION CHECKING ASSESSMENT AFTER WRITING In short, the article is an exercise in which the two not work the same way However, there are basic steps that every writer must when doing the work Each researcher has different ways to illustrate the writing process, but all are written identically as a "recursive" process, which requires a great deal of effort from the writer * The concept of " mistakes"and "correcting mistakes " - General mistakes + Concept: There are many definitions of mistakes given by famous researchers such as Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993), Crosling (1996) and so on Although they express in different ways, the concepts have common ground in the nature and function of the mistakes Goldstein (1990) defines the mistakes as "an act of ignorance, omissions, or inadvertent distraction, straying from the original orientation or failing to reach the goal" Klassen (1993) gives a simpler definition of the error According to Klassen, the mistakes is "a form or structure that the indigenous people can not tolerate because of improper use" In section 2.3.1( part 4- the writing progress)"an act of ignorance, omissions, or inadvertent distraction, straying from the original orientation or failing to reach the goal"written by Goldstein (1990) The paragraph: "a form or structure that the indigenous people can not tolerate because of improper use"written by Klassen ( 1993) The paragraph: "Any departure from the conventional method is considered fault"Written by Crosling (1996) This page was referenced from Raimes ( 1983), Tribble ( 1996), Reid ( 1993), Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993) In the meantime, Crosling (1996) made his point of view in favor of the criteria "Any departure from the conventional method is considered fault" When it comes to error, some researchers have the same view that not only foreign language learners make mistakes but also indigenous people make mistakes Indigenous people often make mistakes at two levels of "morphological errors" and "expressions", and the second is a common mistake with higher frequency (McKay, 1984) Therefore, errors should be viewed as something that is contrary to common sense and inappropriate We can see mistakes in all levels of language from form to speech + Classification mistakes4 Lippman, J (2003) defects into two categories: g" eneral fault"and f"ault”: - Failure to cover ,incorrect sentences,eg: Word order, incorrect conjunctions -> Result: unsuccessful communication (Excerpted by Lippman (2003)) - Individual error, Identify each element Eg: Tenses, article, auxiliary-> Result :Confusing communication (Excerpted by Lippman (2003)) + Common issues include : Argument Structure Base Compatibility and consistency Suitability to object and item + Private issues include: Spelling Syntax Grammar Punctuation There are many ways to classify mistakes depending on the researcher's purpose in the analysis and its relevance to the actual conditions of teaching and learning the language * Overview of correcting mistakes [5] - Correct the mistakes When evaluating an topic we have the concept of "feedback", in which two components need to be distinguished: "assessment" and "correction" Regarding assessment, the learner is simply identified as doing well or not in the topic Regarding bug fixes, learners receive detailed information about the article such as: explain, provide better spelling In principle, correcting errors can and should give the right writers information as well as the wrong and why, but generally both the instructor and learner see this concept as correcting the mistakes [2] - Some basic methods in correcting mistakes for students In the general teaching process, teachers often have to deal with issues such as "What mistakes need to be corrected" and "correcting mistakes" In this page referenced from author Lippman (2003) Gower and Walter (1983) put forth issues for language teachers to address when students' mistakes in writing are "what to look for, when, how and how much."5 In the meantime, Raimes (1983) also outlines seven principles for correcting bugs in the classroom: With the student's article, there is no need to mark the error but still determine the error to correct Determine the error carefully and find the cause Find the parts that students have done well Record students who make mistakes Establish clear, easy-to-understand symbols Always give reasons or correct and remove errors carefully Finally: handle errors carefully and create that habit for students Resolving the problem of "curing what, when", researchers often suggest that teachers should choose the right way to correct or to encounter the same problem in the same lesson To make the "how much correct" problem is clear Gower and Walter give some suggestions: - Engage students in the healing process -Use less time to correct each student's individual mistakes, focusing on common mistakes - Point out the mistakes students have just caught - Indicates the location of the mistakes - Indicate the type of mistakes - Give the opportunity for self-correction - Learners who can not correct their own problems will be asked to help other students - If the step fails, the teacher will correct the mistake Edge (1989) also offers three basic troubleshooting steps: * Self-correction The teacher points out errors for students to correct themselves because sometimes students need help identifying errors before they cure themselves * Peer correction - Learners correct the mistakes Learners work in pairs or in groups to find and correct mistakes in one another's writing This draws all students into the error correction process, making the student active, less dependent on the teacher [3] * Teacher correction Teachers find out what the writer wants to say through the wrong sentences and teach students how to express their ideas correctly *Relationship between mistakes, corrective mistakes with teaching and learning writing skills In section 2.3.1 The paragraph: "what to look for, when, how and how much."Written by Gower and Walter (1983.) and This page was referenced from Edge ( 1989) Stigma is unavoidable in the learning process, in this way learners make important and necessary features for language learning Troubleshooting is the way the learner verifies the learning he has learned, thereby capturing that language With teachers, students make mistakes in the learning process to help them assess the level of student knowledge, considering what they need to learn more to improve Error correction also has a positive impact on language teaching and learning Learners through self-correcting, correcting your mistakes at the same time, and listening to your teacher's remedies can progress faster Especially the writing skills require high precision of words and expressions 2.3.2 The status of the problem when applying the innovation initiative From analyzing survey and reading data, finding faults in students writings throughout the teaching process, one can see some of the realities of the problem raised in this experience initiative: - Both teachers and students have positive attitudes toward correcting errors, and it is important to consider correcting errors as an essential part of the learning process, an important factor in improving student writing - While correcting mistakes is important for writing skills and although both teachers and students have tried, their writing skills have not improved much Cause there are many bugs have not been pointed out and correct throughly after the general assessment of the student's writing, so even students who review can not understand where wrong -There are errors that both teachers and students are difficult to detect such as logical mistakes, expressions, or word mistakes Wrong: I like reading historic magazine Historical and historic Students and teachers usually only pay attention to the spelling, grammar, or structure of the article - In the correction, both the teacher and the students think that the teacher who corrected the errors, the students correct the mistakes of the students and correct the mistakes themselves are the main methods Students are often passive during the error correction process In general, there are still problems in correcting students' writing, the types of writing in the curriculum such as letters, invitations, narratives Therefore, in order to improve the quality of teaching and speaking As well as improving the efficiency of correcting mistakes in the learning process, the introduction of effective and appropriate mistakes correction methods should be explored and applied [2] 2.3.3 Solutions have been used to solve the problem * Solutions in the process of evaluating student posts * For teacher: - Define W " hat is the correction mistake?"[1] Correcting all mistakes in the student's writing is not really necessary Teachers should select important points - this depends on the language target that the lesson is addressed This requires the teacher to identify errors in the paper covering minor or minor mistakes and guide students 10 When students grasp the common types of mistakes students will identify mistakes in their writing of any kind Students are more likely to spot grammatical mistakes than semantic mistakes, words or logic mistakes - Determine "How many mistakes should be corrected" Teachers can make decision to only correction basic and serious mistakes, so that students not get discouraged because of too many mistakes in their writing However, how many mistakes should be treated also depends on the students’ object Because some students find it embarrassing to receive too many bugs while others are not happy if the posts get strange, there are only general comments like "good work" - Form "mistakes correction methods” + Using the notation when the post: This method proves to be convenient because the teacher does not have to write the whole word, the phrase into the article, especially when the number of many articles Symbols and meanings: [5] GR: Grammar Voc: Vocabulary Sp Spelling error P Punctuation error V Verb tenses errors W.O Wrong word order W.W Wrong word used Agr Agreement - Agree Y upside down , word missing ! Careless error  Good, well done ? I not understand Prep Preposition  Good point - yes / no Cap Cap Capitalizing this word () Unnecessary word Φ Omitting this word + Providing feedback responsibly: Providing feedback plays an important role in encouraging students to re-read and be more eager to learn In addition to pointing out errors, the teacher should also encourage, praise what students try to demonstrate in the article + Using pen different color ink: Teachers often use the red pen when the post for students to easily see But if the teacher uses red pen to cross out mistakes in the article, when students look at it will feel overwhelmed, that makes students feel they can not write well and they not want to receive the article As a result, they not want to write anymore The cure of the article is not just to point out the wrong thing but to encourage the student to express and correct the problem himself Teachers should use a pen that is different from the 11 ink of the article to correct or use a pencil to correct the paper to help students understand that the teacher is making suggestions + Mark the margin of the topic, so students will recognize the fault: This applies when students are familiar with the error symbol Students can find faults in the line or sentences with symbols themselves 2.3.4 The solution after evaluating students posts - Organize general comments after marking - Students will learn more if the teacher has time for class work after the mark Students can avoid making the same mistakes in their posts when they hear comments on other posts There are errors in the teacher expression can not write in the article, during the lesson, students will hear more - Provide students with basic writing principles and assignments related to common student mistakes - Teachers can provide mistake-finding exercises for students to practice * For students - Change the attitude of the students with the error -Before, many teachers thought that making mistakes was a bad thing To them, that indicates that the student is ignorant or lazy, and in some cases the teacher blames the student on not paying attention or doing careful exercises Teachers can only say "Sit down" and not pay attention to the student as if the student did something wrong - However, according to the new approach, students who make mistakes mean that they are trying to find new expressions, they learn the theory combined with practice Writing is a process, and students can not be asked right from the start Making students understand errors is one of the ways to help them improve their skills, which is an important, useful part of the learning process This helps students become more confident and psychologically balanced before entering the writing phase - Emphasize the importance of re-reading and correcting errors - Correcting errors is essential, it should not be a problem Students need to see that as a necessity while learning the writing skills Correcting mistakes when students make every effort to write often does not encourage students The appropriate solution is to turn the cure into a classroom activity Having students actively participate in the process of completing their writing is also a method of encouraging students to use English without worrying about making mistakes Raising students' awareness of re-reading and correcting mistakes will help them pay more attention to the cure of their posts and yours In order to help students raise awareness, the teacher also needs to be aware of and give some rules when 12 discussing, which may give additional points for students to correctly comment on your writing Correct the post on the class - Teach students how to find and point out mistakes - Using the sign system when correcting bugs is effective, which encourages students to self-correction and correct other students Teachers should provide clear instructions and sign systems right at the beginning of instruction Example 16: Unit 2: Clothing –Period:11- Write (English 9) Now write a paragraph of 100-150 words But this time you support the argument that high school students should wear casual clothes [4] Correction: I think it’s necessary for secondary students to wear casual clothes when they are at school because of the following reasons.Firstly, wearing casual clothes make students feel comfortable It’s easy for them to travel.Secondly, wearing casual clothes gives students freedom of choice about sizes, colors and fashion.Nextly, wearing casual clothes makes students feel self-confident when they are in their favorite clothes and makes school more colorful and lively.Therefore, Students in secondary schools should wear casual clothes Example 27: Unit 5: Period: 31-Write ( English 9) Write a passage about the benefits of the Internet [4] Example 1: English Textbook (Education Publisher) Example 2: English Textbook (Education Publisher) 13 Correction: As you know, nobody can deny the benefits of the internet in our modern life In deed, the internet brings us the following benefits.Firstly, the internet is a source of information It is a very fast and convenient way for us to get information about every aspect from our daily life to scientific fields.Secondly, by using internet we can relax after a hard working day We can listen to interesting music, favorite songs , enjoy exciting football matches, films, games or read newspaper on line.Besides by using internet we can communicate with our friends and relatives through chatting or using email.Finally, thanks to internet we can have education but we don’t have to go to school or colleges because Internet helps us have on line school, on line lessons and self taught.In conclusion, the internet is very useful for us However, we shouldn’t spend too much time for it and we should be careful while surfing the web - Apply drafts several times Drafts are often seen as an effective way to correct mistakes This method encourages students to participate in the correction process To perform this activity, the following steps are required: 14 • Teacher guildes students to find the mistakes in each draft: [5] In this activity, students are asked to write copies for the final release as possible The students should note the types of mistakes in the following table:: The first The second The third Check the Mistakes structures and logic of the topic Pay attention to the usage of words, grammar, pictures Find all possible mistakes - Positive scoring for students who are able to find and pinpoint mistakes in the topic Plus points can encourage students to participate in bug correcting to help you improve your writing - Assess students progress through each draft: Teachers can also see students progress through each topic, and can also grade points with students showing significant improvement 2.4 The effect of initiative experience for education activities, with myself the colleagues and the school The experience initiative is designed to identify and analyze some common errors for elementary school students while learning the writing skills, as well as providing some effective remedies for teachers in teaching writing skills This result is verified by passing the test in the most recent instructional text in the section "Unit 5: Period: 31-Write -(English 9): Write a passage about the benefits of the Internet” The results are shown in the following table: Number Class of Survey students Poor Weak Average Quite good Exccelent 0-