A Study Of Teacher's Error Correcting Behavior In Primary Oral Classroom

In the process of second language learning,learners will inevitably make language errors,especially in the primary oral class.Because of the low level of students,they are vulnerable to the negative transfer of their mother tongue at the primary stage.When they output the target language,they will refer to some rules of their mother tongue.Therefore,there will be various errors in phonetics,vocabulary,grammar and pragmatics.At this time,it is very important for teachers to correct learners ‘errors.Not only should learners correct language errors,but also they should not attack learners ‘self-esteem and stimulate learners' interest in learning Chinese.This paper observes the corrective actions of teachers whose teaching age ranges from one year to three years on different types of errors of students in the primary oral class.Through reading the relevant literature,the author preliminarily understands the types of errors that foreign students at the primary level are prone to make and what means teachers usually take to correct the errors of learners.Through the overall study,we have grasped the errors that students in the primary oral class are apt to make,which can guide the classroom observation and the real cases collected in this paper.Through classroom observation,the author records the errors of the learners in the primary oral class,the error correction strategies and timing adopted by the teachers,and then shows the real cases in the classroom by recording and transcribing,and analyses the teachers ‘error correction methods.The author finds that learners at the primary stage are eager for teachers to correct their errors,but teachers may still have some problems in correcting learners' errors when they consider such factors as teaching plan and classroom progress.For example,in classroom interaction,teachers tolerate learners ‘pronunciation and grammar errors too much;teachers' error correction methods are relatively single,using clear correction and repetition methods more;in the process of error correction,teachers use more mechanical and monotonous language.Through the analysis of these problems,the author finds out the reasons for the problems.According to the results of the analysis,the author puts forward some suggestions for the primary oral classroom teachers to correct errors,hoping to help teachers to implement classroom error-correcting behavior,and then improve the quality of oral classroom teaching and achieve the teaching objectives of the primary oral classroom.