An Action Research On English Grammar Teaching In Senior High Schools Based On Integration Of Interlingual Errors And Direct Written Corrective Feedback

Learners will inevitably make all kinds of errors in the process of second language acquisition.At the same time,English grammar errors are common errors of senior high school students in English grammar learning,which has been a big problem in students’ study.The English Curriculum Standards for General Senior High Schools(2017 Edition)clearly require that English grammar knowledge in senior high schools should include lexical knowledge and syntactic knowledge.Lexical knowledge is concerned with the morphological changes of words,such as the number and case of nouns,the tense and form of verbs.Syntactic knowledge focuses on sentence structures,such as sentence components,word order,types,etc.(Ministry of Education,2018).These structures of English grammar knowledge are some differences from the structures of Chinese grammar knowledge.In addition to the learner’s fixed mode of thinking,in the process of the second language acquisition,they will inevitably be interfered by their mother tongue and easily make interlingual errors.At present,many scholars have classified errors into different types and explored effects of error correction through different feedback patterns.However,they fail to find the root of students’ errors and the reason for making errors.According to the theoretical basis of Falhasiri et al(2011),they manifest that direct written corrective feedback(WCF)is more conducive to correction of interlingual errors.Therefore,this study would like to explore effects of interlingual error correction in English grammar teaching based on integration of interlingual errors and direct WCF.This study takes all the students in Class 5,Grade 1,of a senior high school in Guangzhou as research subjects.The author will explore English grammar teaching by action research methods.Two questions specifically are follows.(1)Can integration of interlingual errors and direct WCF effectively promote English grammar learning of senior high school students?(2)What are differences in effects of English grammar teaching based on integration of interlingual errors and direct WCF on the English grammar learning of senior high school students with different English levels?First of all,through classroom observation and questionnaire survey,the author understands students’ attitudes and current situation towards English grammar teaching,so as to make a good preparation for the design of action research.Then test paper one is arranged to analyze interlingual errors in students’ English grammar knowledge by error analysis.The author adopts direct WCF to correct students’ interlingual errors.In the second round,students were divided into high level and low level groups,and new direct WCF was used to correct students’ interlingual errors(direct correction + necessary explanation).Finally,interviews and classroom observations are used to summarize students’ results in each grammar test.Research results have shown that first,integration of interlingual errors and direct WCF can effectively improve English grammar learning of senior high school students.Second,for high-level students,the number of interlingual errors was decreased and the effect of interlingual error correction was improved more obviously.At the same time,it can improve their English grammar error correction efficiency.For low level students,the number of interlingual errors was reduced,but it was not obvious.It is blessing for low level students that they prefer English grammar classes more emotionally and more confidently than before.Because results can be showed that the total number of interlingual errors was decreased from 185 to 130 compared with the first test.And the number of high level group’s interlingual errors was total 38,however,the number of low level group was total 92.The latter was more than double the former.By observation,for low level students,they were more serious and participated actively in class than before.And their confidence in learning English grammar was increased psychologically by the second interview.As can be seen from results of this study,English grammar teaching based on interlingual error and direct WCF is beneficial to high school students’ English grammar learning and provides reference value for teachers’ grammar teaching in the future.