How to correct children's mistake

     Roy Lyster and Leila Ranta in 1997 developed a scheme in which they descibed different types of corrective feedback teachers give on errors. This scheme was developed while Roy Lyster and Leila Ranta were observing different types of corrective feedback provided during French classes with 9 - 11 years old students.

     The six types of corrective feedback are:

1. Explicit correction: It is considered the most succesful type of corrective feedback at changing language errors. In this, the teacher clearly indicates the mistake(s) and gives correction. The teacher indicates that what the student has said was incorrect. Use of phrases such as: Oh, you mean..., you should say...

          E.g. 

                 S: The dog runs "fastly"
                 T: "Fastly" does not exist. "Fast" does not take -ly. That's why I picked "quickly"

      2. Recast: it includes teacher's reformulation of all or part of student's statement. Recasts are                   implicit so they are not introduce  by "you mean", "use this word", "you should say"

          E.g.

                 S: Why you don't like Marc?

                 T: Why don't you like Marc?

                 S: I don't know. I don't like him.

      3. Clarification request: it indicates to students either that the teacher truly does not understand             what has been said or pretends not to. A repetition or reformulation is required in order to               understand the statement. This type of corrective feedback includes phrases like: "pardon me...",         it may also include "what do you mean by..."

          E.g.

                T: How often do you wash the dishes?

                S: Fourteen.

                T:  Excuse me. (Clarification request)
                S: Fourteen.
                T: Fourteen what? (Clarification request)
                S: Fourteen a week
                T: Fourteen times a week. (Recast)
                S: Yes, lunch and dinner.

        4. Metalinguistic feedback:  Asks explicit questions about forms without explicitly providing               the correct form. It provides either grammatical terminology referring to the error or a word                 definition in the case of lexical errors. Ask questions such as: Should that be singular or                     plural?   Has it happened already or is it still happening?

          E.g.
                S: We look at the people yesterday.
                T: What's the ending we put on verbs when we talk about the past? 
                S: -ed

         5. Elicitation: it refers to some techniques teachers use to elicit the correct form from students.             First, teacher elicits completion of student's own statement e.g. It's a ... Second, teachers elicit            correct form by asking how do we say "x" in English? Third, teachers ask their students to                       reformulate the statement. 

          E.g.
               S: My father cleans the plate
               T: Excuse me, he cleans the___________?
               S: Plates.

         

          6. Repetition: instructor repeats what the learner said with raising intonation to create a                           question, stress on error. With intonation teachers highlight the error(s).

           E.g
               o Follow by a recast:
                                 S: He is in the bathroom.
                                 T: Bathroom? Bedroom. He is in the bedroom.

               o Follow by metalinguistic comment and explicit correction
                                 S: We is...
                               T: We is? but it's two people, right? you see your mistake?  you see the                                                   error? When it's plural it's we are