A Study Of The Application Of Error Analysis Theory In Oral English Teaching In A Rural High School

Language learning is a process of a great deal of oral practice. In the process, oral errorsare inevitable. Error Analysis plays an important part in the second language learning, whichhelps teachers analyse and find the causes of the oral errors so that they can avoid and correctthe same kinds of oral errors effectively. In this way, Error Analysis has great significance inlanguage learning. However, in China, Error Analysis is paid less attention in oral Englishteaching in senior middle schools, especially in rural high schools.The purpose of Error Analysis is to correct errors. The more effective the error correctionstrategies are used, the more students’ English level will be improved.Compared to teachers in big cities, teachers in rural high schools are instable, and theirEnglish level is relatively low. The foundation of students’ English in rural areas is poor.Besides, people in rural areas pay less attention to English. All of these lead to rural students’such poor English that they often make oral errors when they speak English. Error Analysiscan help to find the causes of the oral errors, and to use error correction strategies aseffectively as possible. In this way, students’ oral English can be improved obviously.This thesis is a research on two classes in No.2middle school in Yong Nian, whichwants to solve four problems: when to correct oral errors, what kinds of errors to be corrected,who to correct and how to correct. During the twelve weeks’ experiment, the author classifiedoral errors and analysed the causes of oral errors in order to find out effective error correctionstrategies to correct students’ oral errors so that their English level can be improved.For when to correct, errors related to new knowledge should be corrected immediately.However, errors in communication can be corrected in the delayed way. For what kinds oferrors to be corrected, the author suggests correcting errors in pronunciation and culture, andignoring errors that will not affect communications. For who to correct, peer-correction ismore effective. For how to correct, different errors should be treated in different strategies.The twelve weeks’ experiment testified that Error Analysis can correct students’ oral errorseffectively, and improve the abilities of English speaking obviously. There have been many studies on English learners’ writing errors. However, studies onstudents’ oral errors in senior middle schools, especially in rural high schools are relativelyfew, which is the significance of the thesis.