Error Correction In The Length Approach

The Length Approach is a brand-new English teaching method, encouraging writing to learn. It attaches importance on learners’ overcoming emotions and affects of English writing and learning. Teachers are encouraged to ignore students’ errors in their compositions in the Length Approach, which embolden learners’ English writing as long as they can and conduct self-correction. Up to now, it has already achieved abundant fruits, however, there is no empirical study undertaken on error correction from the perspective of students in the Length Approach.The study reported in this thesis aims to find out students’ attitudes and opinions on four kinds of error correction, namely correction discussion in class, teacher’s correction, peer-correction and self-correction, in the Length Approach by means of questionnaire. There are62participants. With the assistance of SPSS19.0, after the data were collected, reliability analysis, one-way ANOVA, Z-test and Pearson correlation were conducted. The results indicate that students prefer teachers’ correction and correction discussion in class to peer-correction and self-correction, refer that students still depend much on teachers’ correction of their errors. Nevertheless, the embodiments, consequences arid incentives of dependence behavior; helping methods to overcome it expatiates in the chapter four. Meanwhile the author proposes the changing roles of the teacher and the learner to improve self-correction and English learning.Although Professor Wang Chuming’s Length Approach, writing to learn, focuses on the teaching of English writing, its core concept is leading an easy and enjoyable path to English teach. Change teaching methods, improve learning efficiency. Therefore, we should be flexible in the use of the basic idea of the Length Approach, getting reasonable and available application while urging learners to do self-correction in their composition, to cultivate their interests in learning English and establish English learning confidence.