A Study On Novice Teachers’ Correcting Oral Errors In English Classroom At Senior High School

This paper reports on a study of novice teachers’correcting oral errors in English classroom teaching at senior high school. Based on the three main theories: Krashen’s Comprehensible Input Hypothesis, Swain’s Comprehensible Output Hypothesis and Long’s Interaction Hypothesis, all of which are in favor of error correction, the author consistently observed28English classes from two novice teachers in grade two at the middle school attached to Tianjin University, and then gave the questionnaires to188students also in grade two. It attempts to explore the three research questions:(1) What kinds of errors are frequently corrected by novice teachers in English class?(2) What kinds of error correcting strategies are most frequently used by novice teachers in English class?(3) What are students’attitudes towards novice teachers’error correction in English class?The author adopted two instruments to complete this study. They are class observation and questionnaire. The SPSS16.0for Windows is applied to analyze the data.The results show that as for error correction in classroom at senior high school, both teachers and students agree that it is necessary to correct errors in class. But between teachers’action and students’attitudes, there still exist evident differences as for what types of errors teachers correct and what types of errors correcting strategies teachers use in class are effective for students’ English.In the end, some major findings and conclusions have been drawn from the data analysis and discussion. And then implications have been put forward for the teachers especially novice teachers of senior high school for reference in their English teaching.