C. Delayed correction - In fluency activities, teachers may decide not to correct learners at the time that the mistake is made, but may prefer to leave the correction till later in the lesson., E. Echo correction - A method used when students make a mistake and the teacher repeats the mistake with rising intonation, encouraging students to correct themselves, e.g. Student: He don’t like it. Teacher: Don’t? Student: He doesn’t like it., G. Self correction - When students are able to correct language mistakes they have made, perhaps with some help from the teacher. , A. Finger correction - This is a way of drawing attention to where a learner has made a mistake. The teacher counts out the words a student has said on her fingers. The fingers represent words and the teacher can show clearly in which word (finger) the mistake was made. A teacher may use her fingers to show that a mistake has been made with word or sentence stress, word order, grammar, pronunciation, etc. , D. Reformulation - A method used when a teacher corrects what a student has said by repeating the sentence correctly, but without drawing the students’ attention to their mistake. This is usually the way parents ‘correct’ their young children’s language mistakes. , H. Time line - A diagram that shows learners the relationship between tense and time. It is often used in language teaching to correct learners when they use tenses wrongly. , F. Immediate correction - When a teacher corrects the error as soon as it is made. This is usually in activities where the focus is on accuracy. , I. Correction code - A series of symbols a teacher may use to mark students’ writing, so that they can correct mistakes by themselves, e.g. P = punctuation mistake, T = tense mistake. , B. Peer correction - This is when teachers ask learners to correct each other, rather than correcting them herself. , J. Modelling - This is a way to correct phonetic mistakes. A teacher models the correct pronunciation and asks the student to repeat it.,

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