The Error Correction Pattern In English Classroom Of Primary School Upper Class Of Huizhou

Error is an unavoidable phenomenon that always happens in the process of learners’ language acquisition. As a result, how to comprehend and correct learners’ errors became an important topic in foreign language teaching and research. The literature review found that, since the nineteen fifties, the error research in two language acquisition has mainly gone through three stages of development, including the contrastive analysis, error analysis and inter-language theory. The behaviorists who regard Skinner and Waston as their representative suggest that errors must be corrected whenever discovered because they think that errors are the symbol of failure in study process. However, the cognitive theory believes that error is inevitable in the process of language acquisition. Especially Foreign scholars such as Corder (1967), Noam Chomsky (1975), Chaudron (1988), Ellis Rod (1980), Carl James (1988) and others have studied deeply on errors of foreign language learners. Being based on foreign research achievements, some domestic scholars including Zhuanglin Hu, Dingfang Shu, Ziran He, Runhong Liu have also discussed and studied on foreign language learners’ errors.Nowadays, researches on learners’ errors and correction behavior of teachers which appear in English classes are mainly concentrate on stages of university and middle school,while research efforts in primary stage is insufficient. In this background, and being based on the theory of contrastive analysis of foreign language learning, this paper takes Huizhou A primary school’s senior English teacher English as a research case with the purpose of dealing with five specific error correction issues which were raised by Hendrickson, such as "whether to correct, what to correct, when to correct, corrected by whom and how to correct". Aiming to comprehend the attitude of correction, the method of correction and the problems in those two aspects of primary English teachers, this paper does some questionnaires, unstructured interviews and a two-month class observation.According to the investigation, this study found that students were probably satisfied with teachers’ error correction mode in English class. Teachers hold a more tolerant attitude in the concept rather than practice. What’s more, teachers often like to correct errors especially grammar errors directly and immediately instead of taking error-correcting preferences of students into account in most cases. However, students always wish to be corrected their errors indirectly or by themselves as much as possible. Under this condition, this paper analyses the sources which have an impact on teachers’ error correction concept and pattern. Furthermore, it puts forward some teaching suggestions as follows:Teachers ought to promote theory accomplishment and form proper error correction concept; At the same time, teachers should get a clear understanding of errors so as to control errors correction frequency; Be based on students and change performer of correction; Take teaching situation into consideration and grasp opportunities of correction; Distinguish errors’type and analyze its source; Consider all kinds of factors and select strategy of correction.