On Error Correction Strategies In Oral English Teaching Of Junior High School

Students can speak English or read the texts with accurate pronunciation andintonation. When they communicate in English, grammar and diction should be usedproperly, which are in line with the habit of English expression; try your best to expressyourself and communicate with others fluently and smoothly with rich content and clearlogical relationship in English. The clear requirements which the new curriculumstandard put forward in English oral teaching of junior high school are very clear andprominent. According to the opinions of the new standard, combining withthe investigation of the writer, it is not difficult to find that many problems still exist inthe actual process of oral English teaching and learning in junior high school. There area lot of influence factors such as the lack of good language environment, fewopportunities of listening to English for most students and consequences of emotionaland psychological barriers and so on. At present, we find that most people makeanalysis from the theoretical analysis of error in all kinds of error study in learningEnglish; the use of error correction strategies in the actual teaching is very few. As tothe specific error correction strategies and exploring of practice, most researchers pointout the student’s specific error. However, it is necessary to make further analysis andresearch on the error correction strategies from the macroscopic and specific operation.Because of the Common students’ oral English problems, the teachers’ errorcorrection strategies in junior high school are analyzed by this paper aboutthe feasibility of English teaching in junior high school and the types of errors and level.Combining with error correction strategies in oral English teaching research of juniorhigh school and the application of English teaching in China, the author make someobservations of students’ oral English errors and error correction of English teachers’teaching situations in junior high school. The concept of error, the types of error anderror correction theory of Krashen are used in this paper. The analysis of the causes oforal English errors in junior high school is discussed in detail, such as mother tongueinterference, overgeneralization or simplified, cultural differences, teaching strategiesand the students’ own factors. The application of error correction strategy is put forward in junior high school. Combining with oral English teaching in junior high school, thispaper pointed out the problems, suggestions and instructions existing in the teaching.Through the analysis it is found that English oral error correction strategies should beused flexibly in oral English teaching and students’ learning of junior high school.Finally, this paper makes the conclusion and the limitation of this study and the visionof the future.For oral English teaching of junior high school, the research results of this articlehave the certain enlightenment significance. First of all, students have a good languagelearning environment; students can use what they have learned in the actualcommunication, so that the students can learn and apply with full vigor. Secondly, weprovide students with chance of seeing and hearing. The English teachers shouldimprove their own spoken English level, and promote the improvement of oral Englishteaching. Finally, the teacher try to eliminate the psychological barriers of students inoral English learning and let the student dare to make mistakes and self-correcting, so asto improve the efficiency of oral English learning. However, because of the limited timeand ability, the specific applications on the error correction strategies still need furtherdiscussion. It is still hoped that rich experience of the teachers and scholars give insightsand guidance so that English teacher can determine the error types and effective errorcorrection of learners more accurately, use the references of some specificimplementation methods of colleagues, and provide certain help to carry out effectiveerror correction strategies according to the different error types, hoping it has certainpractical guiding significance and value for oral English teaching in junior high school.