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Date Posted: 13:19:00 06/13/07 Wed
Author: Houssam Zahreddine
Subject: Task 4

Making Corrections

Making corrections in class is not as simple as it may seem, especially in the teaching of EFL. The effects of this practice affect different students in different ways, and depending upon the manner corrections are made, the side effects may be permanent, hindering students during the learning process. Thus, students’ feelings must be taken into account if an atmosphere of well-being is to be preserved within the class. Nevertheless, for the sake of accuracy, corrections must be made if progress is to be expected. Hence, the matter ultimately seems to lie in the manner upon which the teacher goes about making these corrections, and striking a balance in regards to severity, and awareness with respect to the art of learning and where human nature stands in regards to it, may be the most effective solutions for the preservation of well-being while corrections are made.
“The holistic approach makes language more real and meaningful to students because reading, writing, speaking, and listening are not thought of as paperwork or worksheet skills only, but tools for students to communicate with each other.” (Chen) The importance of making lessons meaningful within the context of students’ lives is well known, and students’ interest in the subject studied, often driven by the usefulness and applicability of the topic, is paramount for progress to take place. “[…] whether the individual learner is interested in grammar, concerned about form and accuracy, and willing to pay attention […] should enter into our consideration […]” (Yip). Hence, it is important to perceive the student not as a drilling machine, but as a fellow human being, driven by the universal wish of bettering him/herself; the teacher, then, who is responsible for class dynamics, must take this into account in order to maintain a healthy class atmosphere.
As human, though, we are also all subject to the taunts of pride. It is natural to feel embarrassed upon making mistakes, and by the same token, it is natural to find arrogance among individuals who have studied diligently to become experts on a certain subject. It is part of human nature. However, if one is to fully understand the art of learning, it must be acknowledged that human nature is not above the realm of education. We are all bound to err every now and then, and we are all bound to be proud of our achievements, but education always comes first and foremost. The best learner is the one, who has everything to learn, and he/she will learn, either as a result of a good teacher, or in spite of a bad teacher, simply for the sake of and interest in learning and making progress; one may go as far as saying that the teachings are in the cosmos. Analogically, the same happens with art, which lies in a realm of its own, despite of the human condition. Both teachers and students must be constantly reminded of this concept in order not to let feelings interfere so heavily in the classroom experience, and realize with humility that they are mere human beings experiencing the teachings of life.
Last, but not least, then, comes the matter of making corrections, and how to go about it. “There are the situations which require negative evidence, that is, drawing the learner’s attention to the fact that certain forms are non-occurring, or ungrammatical, in the target language” (White, quoted by Yip). Yip suggests that there are “well-known reservations about the negative psychological effects [that] make [the traditional ‘red-pen strategy] option unattractive.” However, as said before, if accuracy is to be expected, corrections must be made; regardless if it is with a red pen, blue marker, pencil, or crayon. Also, academically demanding teachers who are strict and objective in regards to their teachings tend to obtain better results from their students, as long as they are assertive and coherent with respect to their knowledge of the subject being taught. Letting mistakes slide in order to spare feelings is simply a dishonest strategy for keeping paying students in schools where teachers are nothing but mere entertainers. This behavior, along with being strict as a result of abuse of power granted, do not stand long. Again, to draw an analogy, some of the most well renowned dance groups in the world are kept under very strict regiments, all for the sake of perfection in the performing of art. And it is usually the strictest teachers who want to see their students at their best for the sake of something grander are the ones who usually leave the greatest impressions.
In conclusion, the aforementioned factors are all equally important, and even though a more diehard perspective may prevail among certain individuals towards the perspective exposed in the previous paragraph, striking a balance in terms of severity, and constantly referring back to the art of learning and its meaning in the lives of human beings, are essential for making corrections while maintaining a healthy learning environment. Pedagogical grammar has been making great progress over the past few decades, and there are many strategies for going about making corrections in a constructive manner, while having well-being prevail in the classroom.

Bibliography:

CHEN, Lih-Mei. A Holistic Cultural Strategy in EFL Instruction. https://spectrum.troy.edu/~lchen/ papers/chungchou.doc. Chungchou Institute of Technology.

YIP, Virginia. Chapter 6: Grammatical consciousness-raising and learnability. Perspectives on Pedagogical Grammar. The Ohio State University.

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