A Contrastive Study Of Correction Behavior Between Novice And Expert Teachers In High School English Classrooms

The thesis mainly contrast and study the correction behavior between novice teachers and expert teachers in high school English classrooms.Classroom correction behavior is an important component of teachers' classroom teaching behavior.To some extent,it reflects the teacher's view of students,teaching skills and teaching style.Most of the research on teachers' classroom teaching behavior in foreign language field focuses on the correction effect and language acquisition.There are few contrastive studies between the novice teachers' and expert teachers' classroom correction behavior with the combination of the specific discipline and specific learning stage.In this thesis,the classroom correction behavior of novice teachers and expert teachers is contrasted and analyzed to reflect the current situation of classroom correction behavior of high school English teachers,so as to improve teachers' classroom teaching behavior.At the same time,it is beneficial for the novice teachers to adapt to the teaching work as soon as possible and then become more professional.The five classical questions(Whether to correct? When to correct? Which errors should be corrected? How to correct? Who to correct?)that Hendrickson proposed are instructive to the study of correction behavior in foreign language teaching.Based on these five aspects,the thesis studies the following three problems :(1)What's the difference between novice teachers' and expert teacher' correction behavior in high school English classrooms? What are the main manifestations?(2)What are the reasons for the differences between novice teachers' and expert teachers' correction behavior in high school English classrooms?(3)What are the students' view and expectation to teachers' correction behavior in high school English classrooms? At first,the author observed and recorded the English classroom correction behavior of two novice teachers and two expert teachers in Senior one.At the same time,in order to more deeply understand students' view and expectation to teachers' correction behavior in high school English classrooms,a questionnaire survey of 217 students taught by the four teachers was conducted.Combined with the interview of fourteachers,the author further contrast and analyze the differences of correction behavior between novice teachers and expert teachers in high school English classrooms as well as the reasons.By the contrastive analysis,the research found four differences of correction behavior between novice teachers and expert teachers in high school English classrooms:(1)in terms of the frequency of classroom correction,the novice teachers couldn't know the typical and representative errors caused by students and master the error prone points of material,while expert teachers have rich experience and a better overall grasp of different kinds of errors than novice teachers,thus the classroom correction frequency is higher than that of the novice teachers;(2)in the aspect of the timing of classroom correction,the expert teachers' selection of the timing is more flexible and proper than novice teachers,they won't break the students' thinking and language output in the premise of guaranteeing accuracy as far as possible,sometimes they also correct some misleading errors immediately;(3)in terms of the classroom correction method,the expert teachers' correction method is more balanced,diversified and pays attention to the combination of body language and facial expressions,while the novice teacher's correction method is single and mechanical,which reduces the opportunity of students' self-repair and practice oral English;(4)in terms of the classroom correction subject and strategy,the number of students' self-correction leaded by novice teachers is significantly lower than the expert teachers,in addition the expert teachers lay emphasis on students' practice and consolidation after the correction.At the same time,according to the questionnaire survey,most of the students hope that all kinds of errors could be corrected by teachers as well as tend to be corrected by teachers in appropriate ways immediately after their expression.This is consistent with the results obtained from the classroom observation and analysis.Based on the above differences and results,the research puts forward some suggestions for the improvement of novice teachers' classroom correction behavior.