1. TKT Module 1
Unit 11 The role of error

2. Who makes no mistakes
makes nothing.
Making a different mistake every day is not
only acceptable, it is the definition of
progress. ~Robert Brault

3. Types of mistakes:
 Slips – are the result of ...
 Errors – are the result of ...
tiredness lack of knowledge
insufficient focus on form
emotions circumstances

4. Slips are easily corrected by the
students themselves...
...unlike the errors, as learners do
not understand what is wrong.

5. 2 main reasons why students make
errors:
 Inerference – influence from L1 on L2.
Students may use sound patterns, lexis or
grammatical structures from their mother
tongue.
 Developmental errors – being in the learning
process, students unconsciously work out and
organize L2. Overgeneralization – I worked
– I goed.

6. Interlanguage
Once students start learning
language, they see the second
language through their life experince
and learning skills. They analise it
and reorganize, so it is not fixed.

7. Interlanguage and errors are
unavoidable and neccesary to
learning process.

8. Correction
 Learners must be ready for
correction;
 Learning process is individual,
teachers should feel the right time for
active correction;
 Teacher should think of the stage
(pre-, task, post - ) when choosing
the way of correction.

9. Correction is considered to be helpful
if it is done on the thorough analysis.
There are 3 main ways of organizing
correction.

10. Firstly:
Support you learners’ process with
sufficient exposure to lots of
interesting language at the right
level.
A teacher speaks English, books are in
English, listening, video etc.

11. Secondly:
Give you students enough space to
practice their L2. Do not concentrate
only on Teacher – Student
interaction.
Pair work, group work, chain work –
sometimes a teacher needs to step
back.

12. Thirdly:
Draw your stidents attention to the
language forms.
Drills, controlled practice, pier
correction, etc.

13. If student lacks language
exposure this may result in
“fossilised errors”.

14. Tips.
 Before starting correction think of the aim – fluency of
accuracy.
 Don’t be a strict police officer – errors may occur from time to
time.
 If it is a slip, make your students correct it on their own, just
give them a signal.
 When it’s work on fluency, ignore all the mistakes. Students’
confidence is the mission.
 Mistakes may have different level of importance, correct the
most crucial which bother communication.
 Different learners may need to be corrected in different ways.
 Errors are useful for both learners and teachers.

15. Unit 12
Differences between L1 and L2 learning.
A great deal of what is called 'Communicative
Language Teaching' is based on what is
essentially a 'nativist' view of second language
(L2) acquisition. A 'nativist' view assumes –
consciously or unconsciously – that somehow
L2 learning can and should be like learning our
native language (L1).

16. Main differences:
L1 L2
 Starts since the very childhood;  At primary/ secondary school or
 Learnt by expposure and picking even adulthood;
up, without analysing;  Learnt by exposure but with taught
 With strong motivation - L1 specific language;
acquisition is an essential,  With different motivation (strong/
biologically–driven process, little/ no);
essencial life skill;  Doesn’t surround and limited by
 Surrounds an individual every day – classes;
family, kindergarden, etc;  Use in unnatural environtment –
 With long silence period (a baby controlled practice, in pairs;
listens to for many months before  Not so much time to experiment –
starts speaking; needed to be produced as soon as
 Enough space to play and taught;
experiment with new language;  Teacher simplifies the language.
 A lot of communicative practice.

17. L1 learning is nearly always
successful, while the L2 learning
varies a lot in how successful it is.

18. Tips:
 Make circumstances close to L1 learning – exposure to a rich
language variety + opportunities to focus on form;
 Motivation;
 Personalize teaching to individual student’s needs and
preferences – vary teaching style, approaches, materials
 Mind silence period;
 Show students other ways of language practice out of class –
radio, skype, films, books;
 Simplify you language, avoid overcorrection, scaffold their
fluency, motivation, confidence, leave space to experiment;
 Give as much praise and encouragement in class as possible.

19. Unit 13 Learner
characteristics

20. Learning styles
Wholistic approach is based on natural
preferences how to take in
information of each individual learner.
The idea is to use in teaching
dominating physical senses and the
way of interacting with others.

21. Commonly mentioned styles:
 Visual – learning through seeing;
 Auditory – through hearing;
 Kinaesthetic – through using the
body;
 Group –through working with others;
 Individual – through working alone

22. Learning strategies:
L.strategies are convenient ways to
learn, process new information
chosen by our learners.
The right learning strategy helps
develop learners’ autonomy.

23. Examples of learning strategies:
 Repeating new word until you learn them;
 Experimenting with new language in conversations;
 Guessing the meaning of unknown words;
 Asking for informal assessment;
 Recording yourself speaking;
 Writing all new words on separate card to remember
them;
 Paraphrasing.

24. It is believed that learners choose
their learning strategies according to
their learning style and personality
type.
This leads to a conclusion that there
are no best learning strategies.

25. Strategies make learning successful.
Teachers should show the learners
the variety of strategies.

26. Age influences the learners’
characteristics and therefore students
learn in different ways.

27. Influence of maturity on
characteristics:
 Need for moving around the class;
 Attention span;
 Abstract thnking;
 Discipline problems;
 Taking risks at experimenting;
 Confidence;
 Focus on form;
 Life experience.

28. Past language learning experience

29. Tips:
 Adopt teaching to individual needs and characterisics;
 Learning strategies and past experience are more
relevant to teaching teenagers or adults;
 Observe, ask the learners through questionnaires;
 Learners characteristics are not fixed;
 Learning to learn strategy – show how, but do not
spoonfeed;