A Study On Students' English Error Management In Senior High School

Errors are inevitable in the process of English learning.These errors reveal students' problems in the process of English learning,and their deficiencies of learning attitudes and methods.Therefore,errors are important learning resources.And how to effectively use this learning resource and to maximize the value of the errors are very important learning strategies for students.English Curriculum Standard for Senior High School(2003)clearly states that “one of the general goals of high school English curriculum is to enable students to form a more effective English learning strategy which is based on the English learning at the stage of compulsory education.” The research pays close attention to whether students can efficiently use the strategy of error management or not.This study adopts a combination of qualitative method and quantitative method.180 students in three grades of Linyi No.18 Senior High School are surveyed by questionnaire.16 English teachers of all grades and 30 students selected randomly from each grade are interviewed in the depth.Four questions are investigated as follows: 1.What is the current situation of English error management of high school students in different grades? 2.Is there any difference between male and female students in error management? 3.How do teachers view and guide students' error management? 4.What are the countermeasures for students to manage English errors effectively in high school?By collecting and analyzing the data,the conclusions are drawn as follows.First,high school students can recognize the importance of errors in English learning,but they don't treat the errors with a positive attitude.Students lack the strategies and methods of managing errors in the process of English learning.Second,the Grade 2 students' attitudes and methods of handling the errors are obviously inferior to students in the other two grades.Students in Grade 3 have a much clearer idea and better attitude towards the error management than students in the other two grades.However,the behaviors and tactics of students' English error management in the three grades need further improvements.Third,girls are superior to boys in the overall level of error management and in all four dimensions.And there is a significant difference between the dimensions of boys' andgirls' concept and attitude.Fourth,different teachers' requirements and counselling for the students' English error management are different.Teachers don't recognize the importance of the students' error management deeply.What's more,they are relatively short of effective guidance on strategies for managing errors.Finally,based on the above problems,some effective countermeasures of English error management are put forward from the perspective of teachers and students.