Error Correction Strategies In Junior Middle School English Class

The research about error began in the 1850 s. It has gone through three stages: contrastive analysis, error analysis and interlanguage. It is inevitable for learners to make errors. Corder(1974) once claimed, learners’ errors have their own significance. They can provide evidence for researchers on how learners learn a new language and understand the strategies used in their learning process. Error correction refers to the reaction that teacher respond to learners on learners’ errors. It is generally agreed that error correction is an important issue that need to be paid attention to in the classroom teaching. While correcting errors in the class, teachers not only need to ensure the efficiency of error correction but also pay attention to learners’ emotional factors.This research intends to figure out the commonly used error correction methods in classroom teaching through the survey of teachers’ error correction strategies used in the class and students’ expected error correction strategies. Besides, this research intends to understand the reaction that introverts and extroverts have on the same error correction strategy and then find out what is the most suitable correction strategy for introverts and extroverts.This thesis is composed of five parts. The first chapter is the introduction part and it mainly introduces the research background, research significance and the structure of this paper. The second chapter is the literature review and relevant theories. It also includes the review of relevant theoretical research and the present research status at home and abroad. The third chapter describes the experimental process of the study. The fourth chapter is to discuss the research results and the discussion of the former three questions. The research shows that both extroverted and introverted students agree that correction is beneficial for their behaviors, but there are still a part of introverts and extroverts having a sense of embarrassment. Both introverts and extroverts expect their teachers to correct their errors, but there are differences in the time of error correction. There are more extroverts hoping their teachers could correct the errors immediately in order to strengthen the impression. Introverts wants their errors to be corrected a few minutes later. The introvert and extrovert students have the same idea on the way of error correction. As to how to correct errors, introverts and extroverts almost have the same idea. At the same time, the study finds that the error correction strategies will have different influence on introverts and extroverts. Inappropriate error correction will hurt students’ self-esteem and reduce their interests in learning. The last chapter describes some major implications of this study, and puts forward some advice based on the combination of error correction and students’ personality. Finally, the limitations and some suggestions for future research are presented.