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A series of symbols a teacher may use to mark learners' writing so that they can correct mistakes by themselves, e.g. P = punctuation mistake, T = tense mistake.
When learners make a mistake, the teacher repeats the mistake with rising intonation encouraging learners to correct themselves.
The teacher counts out the words a learner has said on her fingers. The fingers represent words and the teacher can show clearly in which word (finger) the mistake was made.
To show, point out, make known, e.g. a teacher can point out that a learner has made a mistake by repeating the mistake with rising intonation.
Over-application of the rule, over generalisation
When a learner uses a grammatical rule he/she has learned, but uses it in situations when it is not needed or appropriate.
When a teacher corrects what a learner has said by repeating the sentence correctly, but without drawing the learners' attention to their mistake.
Saying something again, often for practice. This is often done in drills.
When learners correct language mistakes they have made, perhaps with some help from the teacher.
A diagram that shows learners the relationship between tense and time. It is often used in language teaching to present the use of a new tense or to correct learners when they use tenses wrongly.