An Empirical Study On The Relationship Between Teachers' Error Treatment Of High School English Classroom And Students' Development Of English Key Competences

English Curriculum Standard for Senior High School(2017)points out that high school English curriculum has an important educational function,aiming at developing students' language ability,cultural awareness,thinking quality,learning ability and strengthening morality education.As an essential part of the achievement of teaching objectives and the interaction between teachers and students in classroom teaching,teachers' classroom error treatment has received extensive attention from researchers at home and abroad.Taking 6 English teachers and their 300 students from a high school in Ganzhou City as the research subjects and adopting the literature review,questionnaire,statistical analysis and interview as methods to conduct empirical research,the research establishes error treatment evaluation index system of high school English teachers which aims to explore the relationship between teachers' error treatment and high school students' development of English key competencies,hence provides effective suggestions for future teaching.The research results are as follows:(1)Research evidence has accumulated to show that error correction can enhance language development,including language ability,learning ability and thinking ability.In theory,the paper proposes that teachers' error treatment can develop high school students' English key competencies;(2)The research has established error treatment evaluation index system of high school English teachers,including three first-class indices,eight second-class indices and the corresponding 31 third-class indices and the index system is verified through statistical reliability and validity test;(3)Using Amos 21.0 to construct the structural equation model of high school English teachers' error treatment evaluation index system,the research found that: on the macro view,high school English teachers' error treatment has positive and significant effects on students' development of English key competencies.On a micro perspective : the mean of students' evaluation on high school English teachers' error correction from high to low is: M(Should learners' errors be corrected?)= 4.25 > M(How should errors be corrected?)= 3.98 >M(Which errors should be corrected?)= 3.92 > M(When should learners' errors becorrected?)= 3.52;Students believe that teachers should constantly and comprehensively correct errors,but teachers are inclined to choose selective error correction because they are worried about frustrating their students.When should learners' errors be corrected? students think that their errors should be corrected immediately,while teachers prefer to correcting errors after class in consideration of the limited teaching time;In terms of the types of error correction,influenced by the concept of the liberalization of the college entrance examination,students believe that their English teachers need to correct the syntactical errors and unsolicited use of L1 that impede the improvement of students' oral expression;as for ways of error correction,high school language teachers tend to adopt recast and explicit correction.With a fully understanding of the results of students' questionnaires,interviews and the theory of second language acquisition(interaction hypothesis,attention hypothesis and output hypothesis theory),the study believes that the way of teachers' error correction is test-oriented and short of diversity.In order to further improve the development of students' English key competences,the classroom error correction of high school English teachers needs to be improved.On the basis of theoretical analysis and empirical investigation,the study suggests that: teachers and students should develop a comprehensive understanding of error treatment;meet the students' needs and diversify the ways of error correction;guide the students to use more self correction and peer correction;and make sure every error correction aiming at developing students' English key competences.