A Research On Error Management In English Test In Senior High Schools

Error is a noticeable deviation from the adult normal of native speakers,reflecting the inter-language competence of the learner.So it is unavoidable to make errors for each learner in the process of English learning,but some of them often make same errors again and again,which reflects knowledge deficiency,so it is important to effectively manage errors.Considered as a managing process,error management is introduced to help students collect,sort and categorize errors,from which they will obtain various implied information and then take it into practice.Therefore,effective error management can help learners construct and complete their own knowledge system,which improve their English achievement.The thesis investigates current situation of students' error management in English learning by questionnaire,samples analysis and interviewing with students in the five senior high schools in Shanxi province.The research questions are as follow.1.How are the students' attitudes and realization toward error and error management in senior high schools in English learning?2.What errors management strategies do the students adopt in senior high schools in English learning?3.What are the students' behaviors of error management?The data from questionnaire by SPSS is processed from three dimensions: attitudes to error and error management,realization of error and error management,and error management strategies,and error management behaviors are analyzed by collecting error notebook and interviewing.The results show that:The students in the senior high schools have positive feelings towards errors and haverealized value of errors,but they do not value error management.However,it is various for students among different English levels on error management attitudes and realization.Those excellent students who have higher self-efficacy pay more attention to errors than the others.What's more,there are significant differences on attitudes and realization between genders.Females behave better than males.Generally speaking,students in senior high schools lack systematic error management strategies,and some of them only choose one kind of error management strategy.Furthermore,some differences among different English levels are showed.Those who have high English level adopt richer and more effective error management strategies except classification strategy than the others.What's more,there are significant differences between genders.Females can monitor and evaluate themselves better than males.In term of error management behaviors,there are five phenomena.Firstly,most of students prefer to spend time on new exercises rather than errors,even some of whom do not have time to collect errors.Secondly,most students who possess error notebook only transcribe errors without analyzing and reflection.They hardly ever share their error notebook with classmates and review regularly errors.Thirdly,99% students do know how to collect errors of Cloze,Reading,Grammar Gap Filling,Error Correction and Writing.They only collect errors from the multiple choices.Fourthly,the medium senior students spend more time in managing errors and take more strategies to manage errors than the other students.Fifthly,females have better error management habits than males in classifying and tagging.According to the results,some specific error management strategies are offered for students.Some suggestions are given for teachers,such as checking regularly and holding some activities.