Study Of Error Correction In Chinese As A Second Language Classes

The study of error correction started in the 1970s. However, in the realm of TCSL, significant emphasis has not been placed on error correction. In light of this, we viewed the video films of error correction in classrooms. And we conducted a survey of students and instructors on their attitudes toward various issues regarding error correction. Lastly, we researched differences of error correction on individual students.The results indicated that the elementary students go through strict error correction, but to the intermediate level, the frequency of all kinds of error correction occurrences tend to dramatically fall. Error correction regarding mispronunciations in the two levels needs to be reinforced. There are no differences on other aspects both levels.Overall, both the students and teachers had positive about error correction. But their attitudes toward which types to be corrected, when, who and how to correct are significantly different. Students tended to be eager for error correction, but the instructors do not. Students wanted the instructors to correct errors. However, the instructors prefer the students corrected their own errors. Students prefer explicit error correction, and recasts rank second. But teachers think different types error need different type correction. As for when to correct, their opinions are different either.Lastly, we discussed that the personalities of the students and their attitudes towards error correction had correlations. Their nationalities and temper also had some influence on their attitudes towards error correction. Their sex had no influence.