A Research On The Relationship Between Senior High School Teachers’ Self-efficacy And Error Correction

Teacher’s self-efficacy, as the core of teacher’s teaching belief, refers to the perceptions and belief of his ability to fulfill the teaching task effectively. Studies have shown that teacher’s self-efficacy will affect their teaching behaviors. And teachers who have different self-efficacy will have different ways of correcting students’ language errors, which play an important role in students’ second language acquisition.The objects of this thesis are teachers and their students from some parts of senior high schools in Fuzhou. With the two main instruments of questionnaires and after-class interviews, also classroom observation and recording assisted, the thesis is conducted to study the relationship between teachers’ self-efficacy and error correction. The content of the research includes:teachers’ and students’ attitude towards error; whether teachers’ correction behavior meet students’ needs; whether there is some kind relationship between different teachers’ self-efficacy and their correction behavior.The research finds that there are some remarkable agreement between teachers’ and students’ attitude towards error and whether to correct error. Most teachers and students can regard the error rationally during language acquisition. The majority of them are so active and rational when it comes to whether to correct the error. The research indicates that teachers’ self-efficacy is closely related to their behavior of error correction. There are significant differences between high and low self-efficacy teachers in error correction content, correcting timing, correcting strategies, correcting subjects and so on. And the majority of high self-efficacy teachers can meet students’ cognitive and emotional needs to a large extent. It also shows that teachers with high self-efficacy think the correction effect of grammar and pronunciation error are the most distinct, but they do not correct them frequently during the actual courses.The research provides English teachers in senior high school with some relevant theoretic references. Meanwhile it encourages teachers to promote their self-efficacy and correct error properly. Also, it has great value on specific and effective teachers-training.