Error Correction In English Classes Of Primary And Secondary Schools

Error Analysis can be traced in 1940s-1950s. In 1967, Pit Corder published an article named "The Significance of Learners'Errors" which marked the emerging of Error Analysis theory in modern significance. Error Analysis was broadly used in second language teaching and learning. Since its emergence, there have not been standard answers about whether to correct, when to correct, who corrects and which should be corrected.The author studied the teachers'error correction strategies in English class in some primary school, junior and senior middle schools in China and Green Lab School in America. The investigation attempts to answer the following questions:·How do error correction strategies of English teachers in China affect their teaching in class?·What are the effect of the error correction strategies used in different learning stages in China on the students?·What other factors affect teachers'error correction strategies?The major findings revealed from the research analysis include:different correction strategies in different learning stages have different effect on the students'learning; Chinese teachers tend to emphasize on error correction especially the errors of language forms. More often, they adopt teacher-correction strategy in correcting the students' errors. In contrast, American teachers focus on the validity of the information itself and if the errors affect the students'understanding process. In addition, Chinese teachers tend to be more strict than American colleagues towards their students'mistakes.