Some effective error correction methods in english writing articles of the 11th grader

This is one of the reasons why the number of errors that students make is increasing but making mistakes is also considered as a positive process.. In the process of correcting errors ,

1 INTRODUCTION

1.1 Reason for choosing the theme.

English is the most popular language in the world , is also an important subject in school Seen the important of the language in the international communication and also in international integration development , so Vietnamese ministry education has selected English that are core subject English, which is not necessary for tourism, foreign trade, foreign companies, and computer users, is a high school graduation exam required subject Therefore, every student in high school needs to have English proficiency level

to prepare for the exam and after graduation, at least students must have communication skill, reading and writing some common texts To make this job

we do not stop changing teaching methods and the study program to help students get result for general English language and a basic skills for the students

1.2 Aim of study

When learning a foreign language, writing skills are considered 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 era of international economic integration, when most sources of information are written in English that required higher writing skills Writing is a skill that people do whatever they do every day And students have been, are and will be meeting a variety of articles to improve their learning process However, according to Nunan: "In all skills, writing a coherent, fluent and evocative essay

is the hardest part of learning the language."

1 3 Object of study.

In the process of learning a foreign language, making mistakes are an inevitable part and play an important role When writing, students often face many difficulties in writing paragraphs that are consistent and coherent For 11th grade students, 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 to improve In the process of learning and practicing writing skills later Understanding the circumstances in which students make mistakes and how he or she corrects them will help improve their writing skills With English teachers, who have the primary responsibility for helping students develop this skill, the effectiveness of teaching depends not only on the teaching method but also on the knowledge and skills of the 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 errors in writing 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 thinking in the process of language formation This is one of the reasons why the number of errors that students make is increasing but making mistakes is also considered as a positive process Students may find that they write satisfactorily and that it also helps the teacher assess the student's ability at the right time to help them progress In the process

of correcting errors , the teacher also get feedback from the students.This means that there will be disagreements not only between the teacher but also the student in general about the errors that students often have, how to overcome those errors, whether the error correction method is effective to help students improve their writing skills, which error correction method bring the most effective, and when correcting errors is reasonable

With the problems in the teaching the writing skills to 11th grade students, I made an initiative experience in the 2016-2017 academic year with title: "Some

Effective error correction methods in English writing articles of the 11 th

Grader "

By synthesizing and analyzing common errors in students’ writing and applying some corrective measures, I hope to help students understand the difficulties of learning to write simultaneously Teachers and students some effective ways to make the lesson come true

1.4 Method of study

As I proceeded to study the problem, I learned the reasons why the students encountered such errors, so that I could analyze them through documentation, experiences from the dorm, and colleagues, test students to find out the most effective method to correct errors for students

Method of study: - Learn, exchange, record, analyze the test , practice, compare and contrast

- Use visual aids

2 CONTENTS OF INITIATIVE EXPERIENCE

2.1 Rationale:

2.1.1 Write

2.1.1.1 The concept of "writing" in the theory of language

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" Every linguist has its own definitions

depending on what criteria they

consider important

According to Byrne (1979), it is "an activity that forms a series of symbols arranged in

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."

Writing, according to the theory of language, is not as simple as Byrne's It is

a complex process that, according to Lannon (1989), is defined as "the process

of

converting materials discovered by inspiration, randomness, experimentation and making errors, or anything in the message full of meaning - writing is a process of careful decisions " By definition, the writing must contain a meaningful message, which defines the definition of Byrne (1979) as it is intended to be written rather than written without a clear orientation

In the process of teaching and learning, writing is considered "language skills" ( Tribble , 1996) It not only presents language in written form but also develops

and expresses ideas in sequential way That 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) Compared to previously given concepts, this concept is the 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 with others indirectly That means the receiver does not stand before the writer to hear from the writer Therefore, the writer must be sure that the text he wrote is not only accurate but also understandable to the reader

Several factors need to be considered when writing under Raimes (1983)

Structure of sentences Appropriateness , clarity,

etc, … logic,etc,

WRITING

Tense rules, idea, draft then review Articles and pronouns EFFECTIVE AND

CLEAR IDEAS

FORM APPROACHED

Handwriting PEOPLE: Reader

punctuation, AIM: Reason for

writing

, etc Coherence, unification

Vocabulary, idioms, expressions

2.1.1.2 Writing process

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

1 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, interviews, library search, data processing)

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

sentences, paragraphs, focus on explanations, clarifying ideas, and linking ideas

3 Revise: This is an important step to have a complete text Writers will

think about what the reader expects, the reader is the text center towards For example, refine textures, link ideas, or add conjunctions

4 Editors: Writers review the form of the articles such as spelling, grammar,

punctuation As we have seen from the point of view, writing is a one-way process unrelated to the reader Reid (1993) also shares the same view but adds three more steps of the writing process: feedback, evaluation, and after writing This made Reid's after writing process more satisfactory

In short, the steps of Reid's writing process (1993) can be illustrated in the

following diagram:

BEFORE WRITE WRITING FEEDBACK CORRECT EDITOR EVALUATE

AFTER WRITING

In short, the article is a form of exercise in which two people do not work the same way However, there are basic steps that every writer must do when doing the article Each

researcher has different ways to illustrate the writing process, but all are written

as a "recursive" process that requires a great deal of effort from the writer

2.1.2 The concept of "error" and "error correction":

2.1.2.1 The concept of "error":

2.1.2.1.1 Concept:

There are many definitions of errors made by well-known researchers such as Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993), Crossling (1996) Although they express in different ways, the concepts have general points about the nature and function of the error

Goldstein (1990) defines the error as "an action of ignorance, omissions, or

inadvertent distraction, straying from the original orientation or failing to reach the goal"

Klassen (1993) gives a simpler definition of error According to Klassen, the error is "a form or structure that can not be accepted by indigenous people for inappropriate use"

Meanwhile, Crosling (1996) made his point of view in favor of the criteria

"Any

departure from the conventional method is considered error"

When it comes to error, some researchers have the same view that not only people who learn foreign languages but also indigenous mistakes Indigenous

people make mistakes at two levels: "morphological errors" and "expressions errors", and the second is a common mistake with higher frequency (McKay,

1984) Therefore, errors should be considered as contrary to normal and inconsistent We can see mistakes in all levels of language from form to speech 2.1.2.1.2 Classification error:

Lippman, J (2003) distinguishes between two types of errors: "general

errors" and

“personal errors”

CLASSIFICATION

General errors are not correct the

whole sentence

Eg: word orders ,wrong conjunctions

Result : unsuccessful communication

Personal errors are not correct for each element

Eg : tenses, articles, modal verbs

Result : confusing communication

Common issues include:

* Thesis

* Structure

* Base

* Compatibility and consistency

* Suitability with object purpose

Own issues include:

* Spelling

* Syntax

* Grammar

* Punctuation

According to Lippman (2003)

There are many ways to classify errors depending on the purpose of the researcher in the analysis and its relevance to the practical conditions of teaching and learning the language

2.1.2.2 General error correction:

2.1.2.2.1 Error correction:

When evaluating an article we have the concept of "feedback", in which there are two components that need to be distinguished: "assessment" and

"correction" Regarding the assessment, the learner is simply identified as doing

well or not in the article Regarding error correction, learners receive detailed information about the article such as: explaining, providing better spelling As a rule, correcting errors can give the writer the right and wrong information and why, but in general both the teacher and the students consider the concept is error correction

2.1.2.2.2 Some basic methods in correcting errors 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".

Gower and Walter (1983) put forth four issues for language teachers to

address when students' mistakes in writing are "what to look for, when, how and how much."

Meanwhile, Raimes (1983) also outlines seven basic defect-correcting principles for correcting mistakes in the classroom:

1 With the student's article no need to mark the error but still determine the error to correct.

2 Determine the error carefully and look for the cause.

3 Find the parts that the students have done well.

4 Record the parts that students make mistakes

5 Establish clear, easy-to-understand symbols.

6 Always give reasons or correct and remove mistakes carefully.

7.Handle the errors carefully and create the habit for the students.

Resolving the "what to correct, when to correct" problem, researchers often

suggest that the teacher should choose the way to correct errors immediately or until the same errors in the same lesson

To make the "how much correction" problem is clear Gower and Walter give some suggestions:

• Attract students in correcting process.

• Use less time to correct individual problems, focusing on common mistakes.

• Point out the mistakes that students have just made.

• Indicate the location of the error

• Indicate the type of error

• Give the opportunity for self-correction

• Students who can not do the homework themselves will be asked to help other students.

• If the step fails, the teacher will correct the mistake.

Edge (1989) also provides three basic correcting error steps:

1 Self-correction :

The teacher points out errors for students to correct themselves because sometimes students need help identifying errors before they can correct themselves

2 Peer correction

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

3 Teacher correction:

Teachers find the writer's intentions to speak through the wrong sentences and guide students to express themselves correctly

2.1.3 The relationship between errors, correcting errors with the process

of teaching and learning writing skills

Making error is inevitable in the learning process, in this way learners make important and necessary features for language learning Making error is the way that students verify learned knowledge, thereby catching up with that language With teachers, students make errors in the learning process to help them assess the level of students knowledge, to consider what they need to learn to improve

The error correction also has a positive impact on the process of teaching and learning

the language Through self-correcting, correcting the errors with classmates and listening to teacher's correction can progress faster Especially writing skills require high accuracy in words and expressions

2 2 Current situation:

From analyzing survey data , reading and finding errors in student writing throughout

the teaching process, we can see that some of the realities of the problem raised

in this

initiative experience:

Both teachers and students have positive attitudes toward correcting errors, They

consider that error correction is an important part in learning process, and an important factor in improving the writing ability of students

Correcting mistakes is important to writing skills Although both teachers and students have tried, their writing skills have not improved much Because there are many errors have not been pointed out and corrected thoroughly after the general assessment of the student's writing That means students can not understand where wrong

There are errors that both teachers and students are difficult to detect such as logical errors, expressions, or errors I like reading historical magazine Historical: Historical, historical, historical Students and teachers usually only pay attention to the spelling, grammar, or structure of the article

In the error correction method, both the teacher and the student think that the teacher corrects the errors, students correct the students' errors and correct the errors themselves is the main method Students are often passive during the error correction process

In general, there are still problems in correcting students' writing, especially the 10th

grade students are familiar with the types of writing in the curriculum such as letters, invitations, narratives In order to improve the quality of teaching and learning in general as well as to improve the efficiency of correcting errors in the learning process, the introduction of effective and appropriate correcting methods should be investigated and applied

2 3 Measures to solve the problem:

2.3.1 The teacher

2.3.1.1 Steps in evaluating student writing

2.3.1.1.1 Determine "Which errors need to correct"

Correcting all errors in students' writing is not really necessary Teachers should choose important points - this depends on the language target that the lesson is about This requires the teacher to identify errors in his / her writing that cover errors or minor errors and then guide students

When students understand the types of errors that students make , they will determine what the error in their writing is Students are more likely to detect grammatical errors than semantic errors, word or logic errors

2 3.1.1.2 Determine "how many errors should be corrected".

Teachers can make the decision only to correct fundamental and serious errors so that students do not get discouraged because of too many errors in their writing However, how many errors should be corrected also depends on the student object Because some students find it embarrassing to receive too many errors while others are not satisfied if the article receives strange comments, such as "good work"

2 3.1.1.3 Form "Error Correction"

- The use of symbols when correcting: This method proves to be convenient

because the teacher does not have to write the full words, phrases into the article, especially when the number of many articles Symbols and meanings:

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

: Good, well done

? : I don’t understand

Pre : Preposition

√ : Good point

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 Besides pointing out erros, the teacher should also encourage, praise what students try to show in the article

Using pen different color ink: Teachers often use the red pen when correcting

errors for students to easily see But if the teacher uses red pen to cross out errors in the article, students will feel overwhelmed, when they look at it, that makes students feel they can not write well and they do not want to receive the