Investigation Into Error Correction On Different Levels Of Students In College EFL Classroom

For foreign language leaners, making errors are not inevitable. In China, themain way of learning English is classroom teaching,so error correction will directlyaffect students’s language learning. Most of people has realized the importance oferror correction. Although some researchers did a lot of research about errorcorrection, there has been no consensus on many problems about error correction. Theresearchers mainly concentrate on theoretical studies but a few studies about differentlevels of students in College EFL Classroom.The thesis intends to investigate into error correction on different levels ofstudents in College EFL Classroom. By knowing the learner’s attitudes towards errorcorrection and expectations, and the differences in actual classroom error correctionof the teachers and students expectation,so the author could put forward somesuggestions. The results can used in College English class and promote students’English learning. It’s composed of six chapters.Chapter one introduces research background, research significance and value.Chapter two introduces the definition of error,Literature review. This part includes theattitude of error correction,the types of error correction. And the influence of errorcorrection method for students.Chapter three introduce the methods of the research. The subjects are freshman,sophomore, and junior students from economic and financial college of xi’aninternational studies university. The instruments consist of questionnaire, classroomobservation and interview. There are four questions:1) If the students at differentlevels make the same errors, the same frequency?2) If the different ways of errortreatment will produce the same effect on same level students?3) What is differenceabout attitude, exception at different level students?4）What’s students’ exception forteacher’s error correction at different level students? Do students feel satisfied withteachers’ behavior?Chapter four、five mainly focus on the results of the questionnaire by usingSPSS statistics. The results are: There are difference between teachers’ errorcorrection and students’ exception. Different level students hold positive attitude, butthey like different error correction method.The low level students prefer to directfeedback, but high levels of student like elicitation feedback.Finally, based on the above data analysis and the influence factors, the author put forward some strategies for error correction on on different levels of students incollege EFL classroom in chapter six:1)Adjust the attitude about error correction;2)Make a difference for various mistakes on different teaching levels;3)Analysis thestudents reasonably;4)Make a difference for different levels of students;5)Diversifiedways of error correction;7)Some ways to avoid the error correction;8)Teachers needenrich their theory of error correction in order to slove the problem of learning.