Correcting mistakes in Speaking (key)

Learner : "last week I see a good film"

Correction Strategy	Description	Advantages	Disadvantages
Using terminology	Teacher says something like, ‘grammar’, ‘tense’, ‘past or present?’	Easy to use.          Instructive (teaches useful terminology, meta-language)	Students may not understand terms.
Finger correction	Teacher uses fingers to indicate the position of the error.	Allows learners to self-correct.          Doesn’t use confusing terms.          Simple.	Can look silly.          Not always possible (eg pronunciation errors)
Partial repetition	Teacher repeats sentence until the point of the error.	Allows learners to self-correct.          indicates clearly position of error.	Perhaps gives learner too much help.
Teacher asks a question	‘            Last week?’	Real communication.	Learner may not realize they’ve made an error.
Reformulation	‘Ah…you saw a great film?’	Real communication.           Teaches correct form.            Quick and easy.	Doesn’t require learner to self-correct.
Delayed correction	Teacher waits until the speaking activity has finished, then corrects.	Doesn’t disturb flow of speaking.          Encourages fluency.	learners may have forgotten context of error.
Body language	Teacher uses facial expression or gesture to indicate that there is an error.	Allows learners to self-correct.           Doesn’t use confusing terms.	May be misunderstood.