An Investigation On Teachers' Error Correction In English Classroom At Senior High School

This paper takes a senior high school in Xi'an as an example to focus on the present status of the English teachers' behavior of error correction,based on the inter-language and Affective Filter Hypothesis theory in second language acquisition.The author uses classroom observation,questionnaire of students and interview of teachers to collect material and dates.By statistics and analysis,the author sums up the problems existing in the present English teachers' behavior of error correction in senior high school,analyzes the causes behind the problems and puts forward the suggestions to improve the effectiveness of error correction.First,200 students from 4 classes were surveyed to learn students' views on teachers' error correction and teachers' actual behavior of error correction.In addition,the author observes 16 lessons from 4 teachers to take note of types,time,subject and ways of the teachers' error correction.Finally,the author interviews the four teachers to learn the teachers' potential thoughts of error correction and explore the causes that lead to existing problems.Through the study,the author finds the following problems existing in English teachers' classroom error correction: teachers are still the dominant subject of error correction in English classroom;the time of error correction for students' phonological errors is inappropriate,the ways of error correction is not scientific and teachers' low tolerance for students' language errors.The main causes for the aboveproblems are the teachers' limited theoretical knowledge about error correction,and pressure of students' English score.