An Investigation Into Teachers' And Learners' Attitudes Towards Error Correction In The Foreign Language Classroom

In second language acquisition and teaching whether to correct learner errors in the foreign language classroom has been a highly controversial issue. Since 1990s, there is a growing theoretical consensus concerning the effectiveness of error correction in improving the learner's interlanguage. Moreover, evidence from abundant empirical studies suggests that it has a very positive effect on foreign language learning. However, how do teachers and students view error correction? Not much literature can be found addressing this topic. Thus, following Hendrickson's (1978) and Lyster and Ranta's (1997) models, the present study aims to find out whether there are differences and similarities between teachers and students in viewing error correction and different correction types. Through the questionnaires and interviews, the major findings of the study are presented as follows: most of the students tend to treat errors and error correction positively, but teachers show less positive attitudes compared with students. On the issue of which oral errors to be corrected, teachers and students contrast sharply in their attitudes towards whether each error should be corrected, and students prefer much more correction than teachers do. Phonological errors are of top concern for both parties. With regard to the issue of when to correct, teachers are more inclinable to delayed correction than students. Regarding the issue of who to correct, both teachers and students prefer self-correction and downplay peer-correction. As to the six corrective feedback types, teachers and students are basically in agreement with each other. Negotiation of form gained popularity among the participants and explicit correction was minimized. Based on the above findings and the previous research in this field, it is advisable for the teachers to change their old ideas and have a better understanding of the facilitative role of error correction. Also, teachers are recommended to encourage more self-correction and peer-correction and vary the timing of correction depending on their goals of instruction. For the purpose of maximizing the efficacy of error correction, teachers should practice a variety of feedback techniques. Moreover, teachers should match correction to students'preferences regarding how they wish to be responded to their errors so as to achieve better teaching effects.