Think-aloud Protocols Analysis And Its Application In The Teaching Strategies Of NMET English Error-correction Test

Error correction in English is one of the most important components of English teaching and learning for Senior High School and plays a pivotal role in the students' learning development. Error correction is highly emphasized in the New Curriculum Standard for English learning and teaching in Senior High School. This thesis aims to find out whether there are some problems with the students' thinking in the course of correcting errors in English passage by means of Think Aloud Protocol. Twelve 11th grade students from Fuzhou Senior Middle School were chosen as participants according to their daily English learning for gaining effective experimental data. By videotaping the students' writing process in which the participants were asked to speak aloud their thinking while correcting. This thesis centers on the following two problems:first, are there any differences in the test -taking process among the three groups of test -takers with different language proficiency levels? Second, this thesis puts forward some teaching and learning strategies for Senior High School English composition correcting in the College Entrance Examination.According to the statistics in this research, the author draws the conclusion that the high-level group tends to use more linguistic knowledge in completing the test than the other two groups. The middle-level group tends to use more strategies than the other two groups. However, the low-level group suffers more from memory failure, frustration and distraction.