Some methods of correcting the mistakes in writing the topic in class 9 at phu - Hai - toai secondary school

THANH HOA OFFICE OF EDUCATION AND TRAINING
HA TRUNG DEPARTMENT OF EDUCATION AND TRAINING
THE INITIATIVE EXPERIENCE
SOME METHODS OF CORRECTING THE MISTAKES
IN WRITING THE TOPIC IN CLASS 9 AT PHU-HAI-TOAI
SECONDARY SCHOOL
Writer : PHAM THI HAU
Position: 	 Teacher
School: Phu-Hai-Toai secondary school
The initiative experience of subjects: English
Thanh HOA, the year of 2017
CATEGORY
Number
 Content
Page
1.
1.1.
1.2.
1.3.
1.4.
2.
2.1.
2.2.
2.3.
2.4.
3.
3.1.
3.2.
INTRODUCTION
 The reason for choosing the topic .
 The purpose of research. 
 Study subjects.
 Reseach methodology.
 CONTENTS OF THE INITIATETIVE EXPERIENCE
 Relationale of the initiatetive experience.
 Status of problem before applying the initiative experience.
 The solutions were used to solve the problem.
The effect of initiative experience for education activities, with myself, the colleagues and the schools.
IN CONCLUSION AND REQUESTS
 In conclusion
 Requests
REFERENCES
2
2,3
3
3
3
3
3,4
4,5
5-15
15,16
16
16
16
1. INRODUCTTION 
1.1. The reason for choosing the topic
Nowadays, foreign languages ​​play a very important role in many areas. In "foreign languages", English is the most common foreign language in transactions, relations and diplomatic relations among countries in the world. It becomes the native language of many countries, the language of communication between people and people around the world.
  Vietnam is a developing country, and by 2020, it will become an industrial country. Therefore, it requires the necessaries for a comprehensive human development, both in the fields of development and development. English has become a powerful tool in communicating with many countries, which is a tool that facilitates integration into the international community and regional access to international information and science and technology approaches to other cultures. Each other as well as important international events.[1] 
When learning a foreign language, writing skills are considered as one of the important skills that learners need to master if they really want to succeed in communication. Learning English is no exception, especially in the area of international economic integration, where most of the information is written in English, and the writing skills of this language are being increased. Writing is a skill that people do whatever they do every day. As students, they are, and will be encountering many types of articles to improve their learning process. However, according to Nunan: "In terms of skills, producing a coherent, fluent and extended piece of writing is probably the most difficult thing there is in language." In Section 1.1: The paragraph: "In terms of skills, producing a coherent, fluent and extended piece of writing is probably the most difficult thing there is in language." written by author Nunan
In the process of learning a foreign language, mistakes are also an inevitable part and play an important role. When writing, students often face many difficulties in writing paragraphs that are consistent and coherent. For junior high school students, they are just beginning to get used to writing short paragraphs, pointing out basic mistakes and guiding them to overcome them is essential because it will help them advances in learning and practicing writing skills later on. Understanding the cases in which you make mistakes and the way your teacher handles them will help improving your writing skills. With English teachers who have the primary responsibility for helping students perfect this skill, the effectiveness of teaching depends not only on the teaching method of writing but also the knowledge and skills of language. Of the teacher. There are many factors that affect the learning outcomes of the learner, correcting mistakes is one of the most important factors. We can not deny that making mistakes in articles is inevitable throughout the learning process. The more students focus on the lesson, the more they want to create and develop in their own way of understanding the language. This is one of the reasons why the number of errors that students make is increasing but making mistakes is seen as a positive process. Learners may find that they write satisfactorily and that it also helps the teacher assess the student's ability at the right time to help them progress. During the process of correcting the mistakes, there are also feedback from the students. This means that there will be disagreements not only between the teachers but also the students about what mistakes students have, how to overcome.
them, whether the cure is effective in the work. Helping students improve their writing skills, how best to fix bugs, and fix bugs when it is justified.
For the above reasons , especially through the fact teaching at Phu Hai Toai Secondary School, self-study self-improvement , I decided to implement the initiative in the academic year 2016 - 2017 with the theme: "Some methods of correcting the mistakes in writing the topic in class 9 at Phu Hai Hai Toai Secondary School”. In the hope of contributing his small part in teaching English more effectively. Looking forward to your suggestions, constructive reading.
1.2. The purpose of research
As a teacher teaching English at Phu-Hai-Toai Secondary School, I want to improve the quality of English lessons in particular and improve the quality of education in general, the above issues make me especially special. toothpick. And that is the reason that I research, explore to find the optimal solution to apply to the teaching practice, bringing the highest effectiveness in teaching English in class.
1.3. Study subjects
 Carry out a study and review of the natural mistakes made by students during the writing process at Phu Hai Hai Toai secondary school from 2015 to 2017. In-depth research and fault corrections for control results are made for students in classes 9A and 9B in the 2016-2017 school year.
1.4. Research methodology
- Reader reading method
- Experimental method
- Product research methods
- The method of summing up experience
2. CONTENTS OF THE INITIATIVE EXPERIENCE
2.1. Rationale of the initiative experience
 Language is a form of communication, learning a foreign language is learning to use words in communication, forming communication skills in English. Therefore, the teacher must determine the relationship between knowledge and skills, the two main components of the content of teaching. Skill is the center, the ultimate goal of teaching, knowledge is the condition, the means.
          At junior high school they are very innocent, very eager to play exciting, fun. They will feel suffocated if they are too rigid. Besides, they are also eager to learn, explore, discover ...
  Understanding this with the responsibility of being a teacher, I always try to find out how to teach simple, easy to understand, impress children so they can absorb without feeling tired, hard to always create air "learn that play, play learning". In addition, I think encouragement and caring will make them believe and try harder in their studies, always showing them the importance of the subject and giving them confidence. Consciousness from which to create a strong driving force urge hard work diligence and effort.
          However, my school is mostly rural children, the economic conditions are so much difficult, the investment in material as well as the time spent on children's education is not met. In addition to class time, the children also have to help their parents with the housework and on the farm, not have time to learn by themselves. Parents' interest in parenting is limited. The sense of learning of a small group of children has not met, the method of learning is not suitable, not well combined the skills required by the lesson, resulting in the quality of learning is limited. .
 Facing this difficulty is a teacher who directly teaches the English subject. I am always awared and anxious to find out the learning methods for my students to learn better than the students in learning. I am still weak, less English, so in the course of teaching I always learn self-refreshing special learning co-workers to find appropriate methods in teaching, take appropriate measures for children Students love, study hard and learn effectively in English. With the desire to improve the quality of teaching English at Phu Hai Toai Secondary School and through teaching practice I have researched and applied the number of practical solutions best suited to the reality of the school as well as the learning conditions of students and achieved good results. The very clear progress in student learning shown through the tests is motivating and enabling myself to complete this initiative.
 2.2. Status of the problem before applying the initiative experience
 Phu Hai Toai Secondary School is the only inter-commune school of Ha Trung district, which is concerned with education by all levels of education, especially the school's board of directors, who are very interested in teaching English subjects, creating everything. The best possible (possible) for teachers and students about facilities as well as teaching aids and time funds including extracurricular. The English teaching team in the school is composed of three comrades who are well above the standard, have a high sense of responsibility and always perform well in their professional activities, especially discussing, building and exchanging teaching ideas. To get the best instruction, students learn the most effectively. Besides the advantages that the school also many difficulties are:
          My school is a residential area of ​​three communes in the remote area of ​​the district, the local people in the three communes are still poor, and the economy is still very difficult, so the impact on the quality of learning of students, more. Some parents do not realize the importance of learning English, so they have not invested properly, have little interest in studying their children and are sometimes entrusted to the school. Facilitate your child's learning.
          Thus, the good teaching of listening-speaking-reading-writing skills and especially the writing skills are essential for the 9th grade students can use and communicate better. So how to teach effective "writing" skills is not easy for English teachers in general and for myself in particular.
         Through the results statistics I tested the students in classes 9A, 9B: "Period 11. Unit 2: Clothing-write" (English 9). The results are as follows: 
Class
Number of students
Survey
Excellent
Quite good
Average
Weak
Poor
Number
%
Number
%
Number
%
Number
%
Number
%
9A
37
15
1
6.7
3
20
5
33.3
4
26.7
2
13.3
9B
38
20
2
10
4
20
6
30
5
25
2
10
Total
75
35
3
8.6
7
20
11
31.4
9
25.7
4
11.4
       From the above results, I realized that students have not learned the lesson with certainty, grammatical mistakes much. From the mind of the teacher, from the beginning of the academic year 2016-2017, I brought in the idea of ​​how to point out and cure students' errors after giving a general assessment of their writing. Step by step, I have found the correct solution to my students.
. The solutions were used to solve the problem
2.3.1. Theoretical basis:
* Write
 - The concept of "writing" in the theory of language Section 2.3.1 The paragraph: "the activity constitutes a series of symbols arranged by convention to form words and words arranged in sentences." Written by Byrne (1979).
The paragraph: "the process of converting materials discovered by inspiration, randomness, experimentation and error, or anything else in the message. Full of meaning - Writing is a process of prudent decisions.” written by Lannon (1989), 
The paragraph:"a process that takes place over a period of time, especially when we spend some time thinking before writing the first outline" written by (Harris, 1993, P.10) and referenced from Byrne (1979).
 In order to have appropriate and effective access to teaching writing skills, understanding the notion of "writing" in the theory of language is necessary. There are many definitions of "writing". Each linguist has its own definitions depending on the criteria they consider important.
 According to Byrne (1979), "the activity constitutes a series of symbols arranged by convention to form words and words arranged in sentences." In this view, we can see that any activity that makes up words / sentences, whether meaning or not, is considered "written." [2]. 
 Writing, according to the theory of language theory is not as simple as the concept that Byrne. It is a complex process that, according to Lannon (1989), is defined as "the process of converting materials discovered by inspiration, randomness, experimentation and error, or anything else in the message. Full of meaning - Writing is a process of prudent decisions. "(By this definition, the writing must contain a meaningful message, which defines the definition of Byrne (1979) as it aims: Write, not write without clear orientation.) [2]. 
 In the process of teaching and learning, writing is considered "language skills" (Tribble, 1996, p. 3). It is not only written language but also development and expression. It is "a process that takes place over a period of time, especially when we spend some time thinking before writing the first outline" (Harris, 1993, P.10). Compared to previously given concepts this concept is most satisfactory because it covers all aspects of writing skills: form (writing), purpose (expressing ideas) , And structured (structured).
 When writing, we know that writing is the product of an individual who aims to communicate indirectly with others. That means the receiver does not stand before the writer to hear from the writer. Therefore, the writer must be sure that his writing is not only accurate but also understandable to the reader
 - Some factors need to be considered when writing under Raimes (1983)
	 ALLEGES CONTENT
	Structure of the sentence	s	 valid, clear, logic, etc.
GRAMMAR	 WRITING PROCESS	 
	Tenses, articles,	 Have idea, write draft, review	pronouns, etc 
	 SUBSCRIBE SUBJECTS
 FORM Good ideas 	The Readers
Handwriting, punctuation, 
 pronunciation 	 	
	STRUCTURE	 THE PURPOSE
 Paragraphs,	 	 Reason to write
	Topic Coherence, unity
 CHOOSE
 Vocabulary, idioms, expressions
 - The writing process
 According to Tribble (1996), the process consists of four steps:
	1. Before writing: This is the step that the writer performs before drafting, including selecting topics, thinking, taking notes, discussing, arranging ideas, outlining, gathering information. (Eg, interview, library search, data processing).
	2.Writing draft: Drafting is the process by which writers put ideas into sentences, paragraphs, focus on explanations, clarifying ideas, and linking ideas.
	3. Correction: This is an important step to have a complete the topic. Writers will think about what the reader expects, the reader is the topic center towards. For example, refine textures, link ideas, or add words.
	4. Checking: Writers review the form of the topic such as spelling, grammar, punctuation.
 As we have seen from the point of view, writing is a non-reader one-way process. Reid (1993) also shares the same viewpoint but adds three more steps of the writing process: feedback, evaluation, and writing. This made Reid's writing process more satisfactory.
 In short, the steps of Reid's writing process (1993) can be illustrated in the following diagram:
BEFORE WRITING
WRITING DRAFT
 FEEDBACK
CORRECTION
CHECKING
 ASSESSMENT
 AFTER WRITING
	In short, the article is an exercise in which the two do not work the same way. However, there are basic steps that every writer must do when doing the work. Each researcher has different ways to illustrate the writing process, but all are written identically as a "recursive" process, which requires a great deal of effort from the writer.
* The concept of "mistakes" and " correcting mistakes " In section 2.3.1( part 4- the writing progress)"an act of ignorance, omissions, or inadvertent distraction, straying from the original orientation or failing to reach the goal" written by Goldstein (1990)
The paragraph: "a form or structure that the indigenous people can not tolerate because of improper use" written by Klassen ( 1993) 
The paragraph: "Any departure from the conventional method is considered fault"Written by Crosling (1996) 
 This page was referenced from Raimes ( 1983), Tribble ( 1996), Reid ( 1993), Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993).
 - General mistakes
    + Concept:
 There are many definitions of mistakes given by famous researchers such as Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993), Crosling (1996) and so on. Although they express in different ways, the concepts have common ground in the nature and function of the mistakes.  Goldstein (1990) defines the mistakes as "an act of ignorance, omissions, or inadvertent distraction, straying from the original orientation or failing to reach the goal"
 Klassen (1993) gives a simpler definition of the error. According to Klassen, the mistakes is "a form or structure that the indigenous people can not tolerate because of improper use"
 In the meantime, Crosling (1996) made his point of view in favor of the criteria "Any departure from the conventional method is considered fault".
When it comes to error, some researchers have the same view that not only foreign language learners make mistakes but also indigenous people make mistakes. Indigenous people often make mistakes at two levels of "morphological errors" and "expressions", and the second is a common mistake with higher frequency (McKay, 1984). Therefore, errors should be viewed as something that is contrary to common sense and inappropriate. We can see mistakes in all levels of language from form to speech.
+ Classification mistakes In this page referenced from author Lippman (2003).
 Lippman, J. (2003) defects into two categories: "general fault" and "fault”:
 - Failure to cover ,incorrect sentences,eg: Word order, incorrect conjunctions -> Result: unsuccessful communication (Excerpted by Lippman (2003)).
- Individual error, Identify each element. Eg: Tenses, article, auxiliary-> Result :Confusing communication (Excerpted by Lippman (2003))
+ Common issues include	:
 1. Argument
 2. Structure
 3. Base
 4. Compatibility and consistency
 5. Suitability to object and item
+ Private issues include:
1. Spelling
2. Syntax
3. Grammar
4. Punctuation
 There are many ways to classify mistakes depending on the researcher's purpose in the analysis and its relevance to the actual conditions of teaching and learning the language.
* Overview of correcting mistakes [5]. 
- Correct the mistakes 
 When evaluating an topic we have the concept of "feedback", in which two components need to be distinguished: "assessment" and "correction". Regarding assessment, the learner is simply identified as doing well or not in the topic. Regarding bug fixes, learners receive detailed information about the article such as: explain, provide better spelling. In principle, correcting errors can and should give the right writers information as well as the wrong and why, but generally both the instructor and learner see this concept as correcting the mistakes. [2]. 
- Some basic methods in correcting mistakes for students
 In the general teaching process, teachers often have to deal with issues such as "What mistakes need to be corrected" and "correcting mistakes".
 Gower and Walter (1983) put forth issues for language teachers to address when students' mistakes in writing are "what to look for, when, how and how much." In section 2.3.1. The parag