Combine effectively error correction methods for 4th graders when learning english

LISTS I II 4.1 4.2 4.3 4.4 4.5 5.1 5.2 6.1 6.2 6.3 6.4 6.5 6.6 6.7 III INTRODUCTION Reasons for choosing topics Research purposes Object of study Research Methodology CONTENT Theoretical basis Practical basis The current situation of 4th graders when learning English Common mistakes students and how to correct them: Correct grammar errors: Correct errors in grammar but incorrect semantics Correct vocabulary errors Fix misspellings: Correct pronunciation errors Error correction methods Why the errors are corrected: Error correction methods Error correction teachniques 6.1 Mark their mistakes using a pen Correct by underlining the student's error and writing the appropriate form in its correct position: The number of errors could be marginally written in each line, and then let the students identify the error and correct it I have used pictures, cards to correct errors during speaking practice with some typical grammar points Finger correction Question mark Alternatives: (choice) Consequences of the initiative CONCLUSIONS AND RECOMMENDATIONS Conclusion: Recommendation page 2 3 4 6 8 9 11 11 11 12 12 13 13 13 14 15 16 16 18 18 I INTRODUCTION Reasons for choosing topics English is a common language of communication Thanks to English, countries around the world can exchange, learn and absorb cultural quintessence of friends' countries Teaching English in primary schools gives children the ability to use English words, forming in them basic knowledge of English and English proficiency skills The goal of English is to form and develop in students the basic skills and intellectual qualities needed to continue learning or entering working life English has become an international language and plays an important role in all areas of social development in general and education in particular Therefore, the access and understand English are more important and necessary than ever The Ministry of Education and Training has been implementing a textbook renewal program from the primary level To fit the new textbook program requires teachers and learners also to innovate The core of innovation in teaching and learning is towards active learning, against passive learning habits Innovating methods suitable for specific teaching content, suitable for students' age characteristics, suitable with the facilities, and teaching conditions of the school The problem is to renew the way of teaching and learning regularly Want to innovate the way of learning must innovate the way of teaching, so teachers have to constantly foster persistent professional expertise according to the active student-centered teaching method But for students to grasp a foreign language enough to communicate in everyday situations is not easy It is essential for students to memorize grammar words to apply in both speaking and writing, especially for 4th grade students in primary school Through the fact that English learners in general and primary school students in particular have many mistakes when using English Why students make so many mistakes? What is the cause of the error? Error correction and how to help students correct errors? As a primary school teacher, through teaching practice, I have thought through and tried to make choices to help students recognize their mistakes and correct them themselves So I chose the topic "Combine effectively error correction methods for 4th graders when learning English" Research purposes Stemming from the current teaching practice in Primary School, students make many mistakes when learning English I research this topic in order to find out the most common mistakes students make and effective methods of correcting them Helping students enjoy learning and love English more Thereby in order to contribute to improving the quality of teaching and learning in schools, especially the current quality of English teaching Object of study Effective error correction methods for 4th graders when learning English Research Methodology In this topic I used the following methods: 1- Theoretical research method Read some textbooks, reference books and some topics about the common mistakes students make when learning English Methods of observing and investigating - Investigate the situation in elementary school about mistakes when speaking and writing English Teacher interview and attendance (combined with a team of professional groups and school administrators) Product research method of activity Survey the quality of students Experimental teaching method Teach a lesson in class 5- Research method on teaching experience 6- Method of summarizing, drawing experience II CONTENT Theoretical basis There is a saying: “It is very common to be faulty is a healthy, rewarding problem because from our mistakes we find the right, the correct, and with that precision leads to the learning process The more mistakes a learner makes, the more true things he can get, the more learning will take place We often learn more from our mistakes than from our successes” We know that English speaking and writing skills are reproductive skills, and students learn and practice for the purpose of being able to use language to express their ideas So it is normal to have an error in the process of using the language That is why every English teacher needs to be aware of this in order to have the right attitude when our students make mistakes And more importantly, there is an exact and appropriate error-correction method for each specific error Practical basis English is a difficult subject so students from the beginning, if they not have the right learning method, teachers fail to timely detect help, will lead to students losing their roots and that is also the reason why many students are afraid of speaking and writing in English, which is also the reason why the quality of English subjects at school is still low They are afraid of being wrong, of making mistakes, and afraid of being embarrassed by their friends when they make mistakes That is a misconception, so I try harder to help students speak and write English comfortably, even when making mistakes from grade 3, grade so that they feel more confident in higher grades while learning English and enjoying the subject In fact, when learning English, students rarely practice right the first time and in general, it is difficult for teachers to promote the target of students Moreover, each teacher has different methods for correcting errors when practicing in class, to correct errors for students effectively in teaching English, teachers need to continuously correct errors but suggestions should only be given to students to recognize their own mistakes The current situation of 4th graders when learning English 3.1 Reality: For primary students who not have much English vocabulary, they often make many mistakes while speaking and writing Through teaching grade at Nga Tan Primary School - Nga Son, I realize that students often make the following mistakes: - Grammatical errors: errors of missing sentence elements, conjugation of inappropriate verbs, sentence patterns, - Errors in semantics: correct grammar, but not what the speaker wants to express - Vocabulary errors: errors of using wrong words, using words incorrectly in situations, incorrect word order - Spelling mistakes when writing: incorrect spelling - Error of pronunciation when speaking: speaking incorrectly with intonation, lack of sound, especially sound "s" 3.2 The causes of the above situation are: - Due to the influence of the native language: This is quite a systematic error in learning English When students learn a foreign language, they often mechanically apply the language syntax of the mother tongue to the language they are learning But the reality is that there are many syntactic differences between languages Many students say: "I have a bag new" because in Vietnamese adjectives usually come after nouns while in English adjectives usually come before nouns So the correct sentence is “I have a new bag” - Due to carelessness: Psychological factors such as being careless or forgetting grammar rules, not remembering vocabulary are also the cause of errors during use A lot of students say "He watch TV in the evening" In this sentence, students forget the grammar rule that is to add "es" after the verb when dividing in the 3rd person singular in the affirmative in the simple present tense, also when we are careless in pronunciation or can also explain this phenomenon is the influence of our native language because in Vietnamese we say "Anh xem TV vào buổi tối" and "Tôi xem TV vào buổi tối", the verb" xem " has no difference in verb form, the verb is not divided to suitable with the subjects in Vietnamese Mean while the correct English sentence should be “He watches TV in the evening” and “I watch TV in the evening” - Due to an inactive habit in the teaching process can also be one of the causes of the error The application of inappropriate teaching methods for students also has a great impact on the learning process, so it is very important and necessary to detect errors and find out the cause 3.3 Result: Survey at the beginning of school year 2020-2021 at Nga Tan primary school, Nga Son district Class Speaking and writing correctly speaking and writing still have many errors 4A (25) 32% 17 68% 4B (25) 16% 21 84% 4C (25) 16% 21 84% Total 75 16 21,3% 59 78,7% From the above situation, I have boldly applied a number of methods to help students recognize mistakes and correct themselves to deeply understand and remember grammar knowledge in order to improve the quality in teaching special skills are reading and writing skills Common mistakes students and how to correct them: In the process of learning English, errors are indispensable in the language development process Moreover, errors have certain values because they reflect the results of teaching and learning, thereby helping teachers to understand more deeply about the learning process of students To the student this error can be just a mistake, I usually let them find it and correct it for themselves The cause of the confusion is that students have not fully absorbed the rules they have learned so they cannot apply them properly It is extremely necessary to identify errors in subjects in general and English in particular If teachers let students make mistakes, they unintentionally support the mistakes they make This way you will not know you have made a mistake and will never make any progress 4.1 Correct grammar errors: 4.1.1 Missing sentence element error Example 1: Missing verb "tobe": What he doing? -He doing exercises What your name? - My name Nam In the above sentence, students use the lack of the verb "tobe" represented in the present continuous tense Instead of the teacher pointing out the mistake, the teacher asks the students to repeat the sentence structure in the present continuous tense: - Affirmation: S + tobe + V (ing) - Negative sentence: S + tobe + not + V (ing) - Question: Tobe + S + V (ing) ? After they repeat the sentence structure, they will learn how to correct their own mistakes The correct answer must be: What is he doing? - He is doing exercises What is your name?- My name is Nam Example 2: Lack of auxiliary verbs What time you play football? - I play football at 5.00pm In the example above, where students often speak and write without verbs, I always prompt them to detect their mistakes and correct them by having them repeat the simple present tense structure: - Affirmation: S + V (s, es) - Negative sentence: S + / does + not + V (inf) - Question: Do / Does + S + V (inf) ? Students correct their own mistakes and the correct answers are: What time you play football? - I play football at 5.00pm Example Missing verbs Students talk about their future plans: I am going to Ha Long Bay this summer holiday - Have students repeat the sentence structure of the future tense: - Confirmation sentence: S + tobe going to + V (inf) - Negative sentence: S + tobe + not going to + V (inf) - Question: Tobe + S + going to + V (inf) ? Students will correct themselves: I am going to go to Ha Long Bay this summer holiday 4.1.2 Error conjugation verbs not match tense, sentence pattern: Example 1: His father reads newspapers now - In the above example, the student wants to express "His father is reading newspaper right now" instead of using the present tense, the student uses the present simple tense What I let students repeat with the adverb "now"? The students will immediately recognize the error and write the correct sentence: “His father is reading newspapers now” Example 2: Mai wants go to the book shop - I asked students to recall the sentence structure with "want" (want to + V (inf)), I asked students to remember the sentence structure incorrectly Thus, students will use the mistake: Mai wants to go to the book shop 4.2 Correct errors in grammar but incorrect semantics - Example (Lan and Hoa meet) Lan: Where you go? Hoa: Home Lan wanted to ask at this moment where Hoa was going, but instead of using the present, Lan used the present single tense I have students repeat the present tense continuous use (used to describe the action that was happening at the time of saying: Hoa is going home now) so the correct question would be: Where are you going? Example I'm scary Student wants to show fear must be: “I am scared” If you say "I'm scary", you make people afraid of you So the above sentence is completely grammatically correct but semantically wrong 4.3 Correct vocabulary errors 4.3.1 Error using wrong words Example I am looking at my key The speaker wants to express what he or she is looking for instead of using "for" (Look for: search) the user who uses "at" (look at: look) is false Before I correct my mistakes, I ask students to repeat the prepositions that come with the word "Look" and what they mean, they will quickly find out their mistakes of using wrong words The correct sentence that: “I am looking for my key” Example I my homework on the morning First, I ask students to repeat how to use the prepositions of time: "On" is often used for the weekdays, days of the month "In" is usually used for sessions of the day, months of the year and years After they repeat, they will find out the mistake and correct it 4.3.2 Word order error Example Wrong noun and adjective position - It is a box big - I have hair black In the above example, students have the influence of their native language, assembling words in a familiar way of speaking in Vietnamese Again I ask students to repeat the positions of the words in English sentences (adjectives in front of nouns) They rearrange them, so the correct word order is: - It is a big box - I have black hair Example Wrong verb position and adverb - She goes usually to work at 6.30 - Hung always is late for school For this error I have students recall the position of the verb and the frequency adverb (usually before and after the verb "tobe") Such correct order is: - She usually goes to work at 6.30 - Hung is always late for school 4.4 Fix misspellings: Many students can read words, but when writing, they often make typos, such as library written as libary, watch written as wath, hi written in hai, swimming is written swiming, bigger written is biger to correct spelling mistakes I often ask students to memorize words by rewriting them over and over, making sentences with those words, and repeating by giving out a lot of homework about them or writing them incorrectly 4.5 Correct pronunciation errors 4.5.1 The sounds are difficult - The difference between the phonetic system of English and the learners' native language (which for us is Vietnamese) also makes a big problem for Englishspeaking students Obviously, it is difficult for them to get used to the sounds in English such as: / θ /, / đ /, / dʒ / Not all English speaking students can pronounce English words correctly as simple as: "mother", "thanks", "orange" - For the plural form, it is necessary to practice for students how to pronounce in emphasizing the plural: + Pronounced / s / after subsonic sound / t /, / p /, / k /, / s /, / f /, / θ / For example: students, parents, Pronounced / z / when it comes after the vowel or the voiced consonant / b /, / d /, / g /, / v /, / đ /, / m /, / n /, / Ŋ /, / l /, / r / Example: factory workers, farmers, doctors + Pronounced / iz / when it comes after the consonants of specific consonants such as: / z /, / s /, / ʤ /, / tʃ /, / ʃ /, / ʓ / \ Example: exercises, places, matches, 4.5.2 Intonation In English, there are two types of intonation: up and down intonation In addition, we can also combine both and called intonation combined up and down But most students not read the correct intonation I have graded students to remember when to use intonation up, when to use down intonation Detail: * Down intonation is demonstrated by lowering the voice intonation in the following cases: - Used in greetings: Good morning! ↓ Good afternoon ↓ Good evening ↓ - Used in suggested sentences: Come here! ↓ Let's play ↓ - Use in questions starting with words to ask (who, whose, whom, which, what, when, where, why, and how) What's the date today? ↓ When were you born? ↓ How often you play football? ↓ Where were you yesterday? ↓ How you go to school? ↓ - Used in requests or orders: Open your book ↓ - Used in the narrative: She is from America ↓ Nam was born on March 24th ↓ The girl in the red dress is playing chess ↓ * The intonation is expressed by increasing the voice intonation up high in the following cases: - Used in question "Yes / No" Were you at school yesterday? ↑ Are you going to watch TV? ↑ Is this the post office? ↑ - Used in imperative statements (but less of a commanding nature than downcast intonation) Open your book, please ↑ Close your book, please ↑ Above are some of the mistakes students make in the process of learning English and correcting them is just as important as finding out the errors Error correction methods 5.1 Why the errors are corrected: It is extremely necessary to identify mistakes in general subjects and English in particular.When using English, whether writing or speaking, they always want to know if they have made a mistake or not still want me to be right If you not correct the mistakes, the teacher will accidentally support the mistakes they make A lot of teachers fear that if they don't fix them they will increase the production of errors that will create a trail in the way language is difficult to fix later The point of view to correct mistakes is also supported by many students because they always want teachers to correct mistakes to avoid making mistakes for the next time However, correcting mistakes will sometimes make them timid, losing their spontaneity and fluency So how to fix mistakes on the one hand helps them to correct mistakes on the one hand encourages them to continue to use language boldly So I have adopted a number of methods in the process of correcting students 5.2 Error correction methods 10 5.2.1 Teacher corrects: Teacher error correction for students is a typical method that many teachers often apply in the teaching process This method includes two types: direct editing and indirect editing Indirect editing has more forms of implementation, we need to choose the one that is suitable for each audience of our students For example, when students make mistakes about sentence structure, the simple future: “I am go to Ha Noi this summer” Instead of underlining mistakes and correcting them I will write the correct sentence structure on the board with different color chalk “S + tobe + going to + V (inf)” and then ask another student to stand up and compare the correct sentence structure with the wrong one, then they can correct it Ihe wrong sentence turns into a correct one and continue with the students to give more examples to make sure they all understand and remember in class E.g I am going to my homework tonight They are going to have a picnic this weekend She is going to take a camera 5.2.2 Students correct themselves: The same mistake I use the other method is for students to repeat the correct sentence structure (this method is only used when the student is sure the sentence structure is correct) Because many students belong to the sentence structure, but when writing the sentence, they still not pay attention to check if the sentence structure is correct Doing so a few times I find the students are more careful and write more correct sentences 5.2.3 Correct class errors When practicing my speaking and writing skills for students to speak and write freely, instead of pointing out the mistakes of each student, I recorded the sentences containing those fundamental errors on the board to correct for the whole class If students make mistakes, they will find out and learn from experience next time 5.2.4 Group bug fixes I find this fix very interesting to students Students work in groups, practicing and correcting mistakes, which will make speaking and writing lessons easier For example: Assign one group to another group to correct their mistakes, or set up a group to practice speaking and writing all types of students with good, good, average, and weak students so that they can correct each other With the above methods, I see that students are no longer afraid to make mistakes but are more interested in learning, remembering longer what they have learned 11 Error correction teachniques Here are some of the tricks I've applied in conjunction with the methods outlined above 6.1 Mark their mistakes using a pen Example: Here is a student’s writing: “This is my mother She is fourty years old She is thin and nice She get up at six o’clock She go to work by motorbike” After underlining mistakes I asked them to correct them themselves because sometimes students don't know where they are wrong The correct article would be: This is my mother She is forty years old She is thin and nice She gets up at six o’clock She goes to work by motorbike 6.2 Correct by underlining the student's error and writing the appropriate form in its correct position: If there is not much time left then the teacher should use this as a direct remedy Example 1: There are four bench in my classroom benches Example 2: I have many toy toys 6.3 The number of errors could be marginally written in each line, and then let the students identify the error and correct it Example: For the following paragraph: Find the number of errors in each line and correct it This is Huy and this is his school His school is on the city It is a big school There are twenty classroom in his school, and it have four floors There are five hundred and thirty student in the school Huy is on grade and his classroom is in the second floor There is 25 students in his class Students look at the amount of marginal errors and try to find and correct them Using this method, I find students are very interested in doing their homework They remember their mistakes and don't make them next time Students will find out and use a pen to remember mistakes to correct themselves or correct in groups Errors in the above paragraph are identified as: This is Huy and this is his school His school is on the city It is a big school There are twenty classroom in his school, and it have four floors There are .five hundred and thirty student in the school Huy is on grade and his .classroom is in the second floor There is 25 students in his class The correct paragraph 12 This is Huy and this is his school His school is in the city It is a big school There are twenty classrooms in his school, and it has four floors There are five hundred and thirty students in the school Huy is in grade and his classroom is in the second floor There are 25 students in his class 6.4 I have used pictures, cards to correct errors during speaking practice with some typical grammar points For example, when the student made an error about the verb "ING" in, the current continuation used the "ING" card (ING - card): -ing While teaching back, the present continuos I call the students to look at the pictures to talk about the activities that the people in the pictures are doing As a result, students said in sentences with missing "ING" Then I put "ING card": right below the verb the student made a mistake and asked the class to read it again three times Most of the students are impressed with the "ING" tag and few students have the same error when conjugating verbs in present tense continuous In addition to using "ING -card" to correct errors when conjugating verbs in the current continuous I use to say the structure: LIKE + V (ing) Students talk about their favorite activity, if anyone says it wrong, I raise the “ING-card”, they know where they are wrong and correct their mistakes And I also use the -S tag to correct my mistakes in practice singular nouns and plural nouns or 3rd person singular verbs of singular present tense E.g1 S: What this? T: (show the "- S card") S: What's this? T: Good E.g 2: S: What the weather like in Thanh Hoa today? T: (show the “– S card”) S: What’s the weather like in Thanh Hoa today? T: Very good E.g S: He play football -S 13 T: (show the “– S -card”) S: He plays football T: Exelent 6.5 Finger correction (Use finger to correct errors) applies to short sentences Each finger in the hand represents a word in a sentence in order This procedure usually applies to the following common mistakes students make Example Missing contraction (error matching words) I would like some apples The first finger that represents the first word is “I”, the next finger represents the second word “would” I want to remind students to combine the two words above to squeeze two fingers together to show the link between "I" and "would" = "I'd" Example Missing words I have got car With this error, students often make mistakes, with the teacher's fingers folded to represent the missing word in the sentence as the fourth finger The student will find out that the missing word is "a" in front of the word "car": “I have got a car” Example Too many words I am go to school The teacher encounters the second finger to represent the unnecessary word in the sentence, which means deleting the extra word The student will discover that the extra word is "am" “ I go to school” 6.6 Question mark Using question marks are represented in voices and facial expressions Example S: I go to Ha Noi yesterday T: go? (Ask and emphasize) S: Oh, yes I went to Ha Noi yesterday Example S: He have a lot of money T: have? (Ask and emphasize) S: Oh, yes He has a lot of money Example S: How many are these jeans? T: How many? (Ask and emphasize) S: Oh, yes How much are these jeans 14 6.7 Alternatives: (choice) I give students a choice between right and wrong answers so that they can choose the right answer Example S: She go to school T: She go or she goes? S: Oh, yes She goes T: say it again S: She goes to school Example S: What you get up? T: What or what time? S: Oh, yes What time S: Say it again T: What time you get up? All of the above error correction methods are intended to help students improve and make less mistakes when using English After a period of implementing the topic, examining and evaluating grade 4, Nga Tan Nga Son Primary School, I found that the results of their English speaking and writing skills have improved significantly Consequences of the initiative Learning English well has a great role and meaning, not only helping them to have knowledge to study to higher levels but also helping them to understand more about the cultures of English-speaking countries On the basis of research and investigation on learning English of primary school students, they can say that they still have basic difficulties in speaking and writing correctly Through the teaching practice over the years, through the process of learning and learning from experience, learning from colleagues, I have selected and applied the above error correction methods and tips, I see the results The students' learning has improved, the class is exciting, they are more interested in learning foreign languages Now, I encourage most of the students in my class to join the activity Even though they still make mistakes, they feel more confident and no longer hesitate to correct the lesson Year-end test of grade at Nga Tan Nga Son Primary School The following results: Class Speaking, writing correctly Speaking and writing still have mistakes 15 4A(25) 17 68% 32% 4B(25) 10 40% 15 60% 4C(25) 10 40% 15 60% Total 75 37 49,3% 38 50,7% This proves that the application of the initiative "Combining effectively error correction methods for 4th students when learning English" has had a positive effect If teachers invest their time and enthusiasm, I firmly affirm that primary students' English level will be improved significantly, helping them to be confident when using English in real communication practice III CONCLUSIONS AND RECOMMENDATIONS Conclusion: Through teaching practice, I have learned some of the following lessons: - When preparing the lesson: + The teacher needs to think about which mistakes students can make, which ones need to be fixed and how - When corect errors: 16 + Teachers need to have the right attitude, positive, suitable for students who make mistakes when using Do not focus too much on one student or a group of students to avoid being ashamed of making many mistakes + Create a joyful atmosphere that inspires students to study, help students feel comfortable when making mistakes and consider making mistakes when speaking and writing English is inevitable + Helping students get the correct language data and learn English through mistakes to help them improve Above are some small experiences of error correction skills that I have applied at Nga Tan Nga Son Primary School However, the effectiveness of error correction also depends a lot on the student If students learn well, they will quickly correct their mistakes, but for the average students, correcting mistakes takes time and is repeated many times Hope to contribute ideas from colleagues to find the optimal method to help students overcome, limit common mistakes to improve the quality and efficiency in teaching and learning English Recommendation With this topic, I hope that a part of my little experiences will contribute positively to improving the quality of teaching for students as well as the quality of spearheading We hope to receive the attention of the departments and colleagues for me to improve the topic better In addition, I would like to propose to the industry to continue to create favorable conditions for elementary English teachers: + Access to training courses, fostering language and teaching competencies + To participate in training in information technology, how to exploit software and websites for teaching and learning English online + Learn, exchange experiences through inter-school topics, provide professional materials, or test formats at all levels CERTIFIED MINISTER BY THE PRIME Nga Son, March 25th, 2021 (I hereby guarantee that this is my writing, not copying other people's content) Nguyen Thi Lich 17 REFERENCES English textbook grade Comparative linguishtics- Bui Manh Hung-(2008) Method of teaching English for primary school- Nguyen Hanh DungEducational publishing house 18 English Language Teacher Training Project , The Methodology Couse ( Book Two-Teaching The Skill) Some documents from website giao vien.net LIST OF TOPICS LEVEL No Topic AWARD th “Teaching grammar for students” B - District “Experience teaching students how to B - District conjugate verbs in tense” “The way combine tenses in English” B - District “Some forms of testing and practising C - provine English vocabulary” SCHOOL YEAR 2006-2007 2008-2009 2009-2010 2010-2011 19 “Some way to correct mistake for primary students” “Combining effective methods of teaching English vocabulary” "Combining effective methods of teaching English Grammar for primary students" C - provine 2012-2013 C - provine 2016-2017 B - provine 2017-2018 20 ... mistakes and correct them themselves So I chose the topic "Combine effectively error correction methods for 4th graders when learning English" Research purposes Stemming from the current teaching... quality of teaching and learning in schools, especially the current quality of English teaching Object of study Effective error correction methods for 4th graders when learning English Research Methodology... "Combining effectively error correction methods for 4th students when learning English" has had a positive effect If teachers invest their time and enthusiasm, I firmly affirm that primary students' English