High School English Learners’ Perceptions Of Classroom Error Treatment:Attitudes And Preferences

In the process of language learning, it is unavoidable for learners to make errors. Since 1950s, error treatment has become a controversial issue in foreign language learning. Several scholars hold different views on the necessity of error treatment and how to treat errors. Some believe error treatment can improve learners’ fluency and help language learning. However, others are skeptical of error treatment’s effectiveness. They suggest error treatment may increase anxiety and interfere with their learning. And they also indicate, in course of language learning, learners’ views on error treatment may have some influence on its final effectiveness to some extent. Therefore, most researchers believe in language learning the issue on learners’ perceptions of error treatment is worthy to discuss.Based on the statement above, the present research conducted through questionnaire and interview tried to explore high school students’ attitudes towards corrective feedback given by the teacher in English class, and find out students’ preferences as to what, when, who and how to treat errors in class. The purpose of the study was to reveal learners’ psychological movement and development in language learning process, help the English teachers use some correcting strategies according to students’ preferences and improve the teaching efficiency in class. There are two research questions in this study. One is whether students hope their errors to be treated in class or not. And the other one is what students’ preferences for the error treatment are.The research results can be concluded as follows:first of all, all of students hold a positive attitude towards error treatment in class. Most of them indicate getting feedback in class can improve their English level and overall correcting will not make them lose confidence in learning. Secondly, as for which type of errors should be treated in class, the majority of students like some errors in grammar and lexis to be treated most. And then, some errors in pronunciation and language expression should be corrected less. Thirdly, as for when to treat errors, most students suggest correcting errors after one’s speech is the most appropriate time. Fourthly, when it comes to who should treat errors in class, most students hope that error treatment could be carried out by the teacher rather than by other students. As for how to treat, in general, the most favorable way is correcting directly and clearly.Based on the findings, this study gave some useful implications. Teachers should have a clear understanding about students’ errors made in class. And then, it is necessary to use different correcting strategies at proper time to correct students’ errors which need to take students’ self-esteem into consideration and will improve the efficiency of English teaching eventually.