| The pertinent researches at home and abroad are mainly focused on these three fields:First,to prove the the positive influences that oral error-correction has on the second language learning;Second,to identify different error-correction feedback types and their practical effects;Third,to compare the teachers' preferences to those of students based on 5 questions on oral-correction.However,as to the field of teacher's commonly used error-correction in the classroom,the relevant researches are quite rare.Therefore,the author will take 252 students and 5 English teachers in Grade 9 from No.64 Middle School as the study objects.The research intends to deal with the following questions:(1)What are the common oral errors which often occur in the junior middle school classroom?(2)As for different kinds of oral errors,what are the main error-correction methods that the teacher always make use of?(3)As for different kinds of oral errors,what are the students' preferences for error-correction methods?(4)Are there any differences between students' preferences and teachers' real behaviors?If there are,in which field do they exist?In order to answer the four questions,we can have some points as follows:Firstly,according to each frequency,the common oral-errors that take place in junior high school class can be ranked from high to low like this,lexical errors>phonological errors>ambiguous expressing errors>grammatical errors.Aside from these four categories,there are a few circumstances where induced errors,redundancy or overusing fillers took place;Secondly,according to each frequency,teachers' real error-correction method behaviors in class can be ranked from high to low like this:explicit correction>metalinguistic feedback>recast>repetition>clarification request>elicitation.Among them,explicit correction,metalinguistic feedback and recast are the commonly used correction methods;Thirdly,generally,metalinguistic feedback and explicit correction are the most popular with students.Except in one case,when they encounter phonological errors,they prefer not only explicit corrections but also recast.Fourthly,there are three differences between students' preferences and teachers'real behavior.(1)When students encounter phonological errors?ambiguous expressing errors and grammatical errors,they prefer to receive more explicit correction methods instead of other methods.However,in class,teachers try to make use of all the correction methods properly because teachers believe that can promote students'language learning,which involves adjusting tones?expressions and gestures?raising elicitation questions?asking for clarification and providing language clues.(2)When students encounter the lexical errors,students prefer to receive more metalinguistic clues and help form teachers.Thus they can accomplish the utterance successfully by thinking on their own.In addition,they deny the implicit correction methods and recast'effectiveness,which goes against the teachers' real behaviors,too.(3)In reality,the frequency of correcting ambiguous expressing errors doesn't meet the expectation of students.Then the author arranged an interview in order to have some insight into what teachers' and students' opinions and attitudes are towards these results.The interview results are as follows:Firstly,the teachers should make use of explicit correction method more frequently when students make phonological errors?ambiguous expressing errors and grammatical errors;Second,while addressing lexical errors,teachers should use metalinguistic clues more and use recast less.There is no need to change the usage of implicit methods(repetition?elicitation and clarification);Third,there is no need to increase the frequency of ambiguous expressing errors,instead,the teachers are supposed to summarize the common errors and impart relevant knowledge to students again consciously.Fourth,the teachers need to cultivate teaching and researching ability.Now that a lot of teachers can't do survey,they should read more books and journals on language teaching,which helps teachers to better plan and understand their own teaching.Thus they can address teaching problems more reasonably;Fifth,the teachers shouldn't neglect other oral errors such as induced errors,overusing fillers,redundancy and so on.That requires teachers to read more authoritative and acclaimed books on English teaching,to make sure that their classroom language is proper and correct.Also,they should learn to identify the errors in textbook or supplementary educational books.Sixth,the teachers are supposed to communicate more about issues concerning to this aspect. |
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