An Investigation Into Oral Error Correction In Classroom Teaching At Senior High School

Over the last few years, the role played by corrective feedback in language acquisition has become a highly controversial issue. Though disputed theories and research articles collide with each other, there appears to be a growing consensus among the majority of researchers and language practitioners concerning the significance of the role played by corrective feedback in the process of second language acquisition. Many researchers, such as Bailey, Chaudron, Long, etc., have contributed much to this field. They bring forward the models and measures for oral error feedback. on the basis of the model proposed by Chaudron, this thesis presents findings based on a comparison of students'and teachers'attitudes towards oral error feedback involving 188 high school students and 52 high school teachers.The thesis is composed of five parts. First, the Introduction part describes the background and the purpose of the study. The present study is based on the theories of the effect of error correction in second language acquisition and foreign language study.Chapter one is the Literature Review part. It addresses the theoretical background of the survey, including the definition of"error", definition and types of corrective feedback, theoretical stances on the role of corrective feedback, and the process of decision making in classroom.Chapter two and Chapter three is the survey part. The survey is conducted in 3 senior high schools in Changchun. The results show that students and teachers do hold different attitudes towards some internal aspects of oral error feedback. Though most students and teachers hold that leaner errors should be corrected, their attitudes towards when and how to correct learner errors are significantly different.In Chapter four, some teaching implications are provided. In the process of correcting students'oral errors, teachers should take students'cognitive, affective reality and students'preferences of error feedback into consideration. In the process of professional development, teachers should update their knowledge and communicate with other teachers; classroom-based action research is strongly advocated since it helps teachers identify and discover solutions to the problems in teaching.The last part is Conclusion. It makes a general summary of the survey results and suggests that since the survey was carried out in a very small scale, it has certain limits and a number of relevant issues still remain for further discussions and investigations.