An Embodied Analysis Of The Validity Of Error Correction Strategies In Junior High School English Writing

With the development of the research of embodied cognition,the influence of embodied cognition in the field of education has increased a lot.And the relevant research on the application of embodied cognition to English teaching practice has begun.English writing is the most comprehensive skill,so it's easy to have all kinds of errors.Therefore,it is necessary to correct the writing errors in time for improving the writing skills.Although teacher correction is the most commonly used error correction strategy in actual teaching,sometimes its effect is unsatisfactory.Students may have the same errors over and over again.Self-correction and peer correction are also two strategies which are frequently used in teaching.However,the difference between teacher correction and the combined strategy of self-correction and peer correction is that students are involved in the whole process of error correction.This is consistent with the embodied cognition which stress the brain,body and context effect each other.Based on error analysis theory and embodied cognitive theory,this study classifies the errors in junior high school English writing and studies the use of two kinds of error correction strategies in writing through text analysis and experimental research.This study tries to confirm the combined strategy of self-correction and peer correction is more effective than teacher correction in the reduction of errors in English writing,and then analyzes and discusses the results based on embodied cognition theory.The data of the error types was collected from 137 students in two normal classes of the first grade of Yan'an Shiyan Middle School.The experimental subjects were 36 students selected by grades from two classes.The experimental class used the combinedstrategy of self-correction and peer correction,and the controlled class used traditional teacher correction.The experiment is divided into pre-test and post-test.The two tests' title is the same and they have similar requirements.The first writing can be written directly after giving the writing task.The second writing is written after two different error correction strategies are adopted for the two classes.According to the results of data collection of error types,the error types of English writing in junior high school can be classified into substance errors,text errors and discourse errors based on Carl James' s classification of errors.And text errors occupy the largest proportion.Through the collection and analysis of experimental data,the independent sample T-test results show that the use of the combined strategy of self-correction and peer correction in experimental class is more effective than teacher correction to the reduction of English writing errors.And the reduction of substance errors and discourse errors is more significant.Through the analysis and discussion of the experimental results by using the embodied cognition,this study draws the following enlightenments: the combined strategy of self-correction and peer correction which has students' self-involved in process is very helpful to the reduction of English writing errors.The combined strategy can be mainly used in writing practice to make students be accustomed to this model.Finally,the error rate of students' English writing can be reduced with the use of teacher correction strategy.