Investigation Into Error Correction On Senior High Students In Oral English Teaching

In foreign language teaching, error and mistake has been a hot topic for a long time. Many scholars think that error and mistake are unavoidable in the process of language learning. Most learners will make mistakes and errors before their knowledge system is changed into the capacity of language use. Teachers will correct different types of errors and mistakes in various ways.The present dissertation reviews the relevant theory about error and error correction. Some previous researches about classroom error treatment on oral English are also introduced. Based on these theories and previous researches, this study aims to discuss what type of error correction can meet learners'demand, to facilitate their English learning and to improve their oral English proficiency.The present study investigates into the teachers'error treatment for senior high students in classroom oral English teaching through the questionnaire and teacher interview. The questionnaire is designed according to the five questions: whether to correct, which to correct, when to correct, who to correct and how to correct.Through the investigation, there are some differences about the ideal error correction between the teachers and students. Generally speaking, teachers have more advanced educational beliefs and they are more tolerant of errors and mistakes in mind. Students like traditional ways better. But in real teaching, teachers do not practice the same as what they think in mind. What's more, the gender and oral English proficiency also influence teachers'choice of error correction.Based on the research results, this study suggests that teachers should change their error correction beliefs, obey the classroom error treatment rules and consider learners'acceptability. They should try to create friendly classroom atmosphere and flexibly choose proper ways to treat learners'errors.