Study On The Error Correction Behavior Of Primary School English Teachers

In English learning,mistakes are unavoidable,and teachers' error correction is an important part in the classroom teaching process.Teachers' error correction behaviors can directly affect students' learning motivation and effect.Some scholars have pointed out that students' emotional factors and preferences are very vital in the process of error correction.In the current primary English classroom,some students have negative emotions and psychological burdens after being corrected and the teachers know little about students' view.In the past 20 years,domestic scholars have carried out researches on foreign language error correction,but most of these researches have concentrated on middle school and above,only few researchers have paid attention to the students' error correction needs,the present relevant researches are insufficient.Based on the current students' need for error correction,this research proposes a study of teachers' correction behaviors in English classrooms in primary schools.It investigated four aspects in both students' needs and teachers' behaviors:weather to correct,error correction subject,error correction timing,and error correction methods.Also,this study compare the differences between them and analyze the problems in the current English classroom of elementary schools Finally,based on related theories,the study make some discussions,and put forward some reasonable suggestions for classroom error correction,striving to make a weak contribution to China's elementary English teaching.This research uses a combination of qualitative and quantitative research methods.First,adapted error questionnaires were used to investigate students' needs and teachers' awareness among 400 sixth-graders and 23 teachers in three different levels of schools in Chongqing,and then use classroom observation to explore the teacher's actual error correction behavior.Finally,in order to ensure the reliability and validity of the study,this study also used semi-structured interview method to investigate the thoughts of teachers and students and the causes behind them.Through the collation and analysis of the data,it is found that the following problems exist in the current primary school English classroom error correction:(1)There are some differences between the teacher's error correction behaviors and the student's error correction needs.In terms of error-correction subjects,students are more inclined to self-correction.However,in the classroom,teachers are still the master of classroom error-correction.As to the correcting timing,more students agree that after speaking is the best choice,while a large proportion of error correction behaviors occur when the mistakes just happen.In terms of correcting strategies,students are more inclined to the way of guiding and direct correction,however,restating is most commonly used in classrooms.(2)There are some difference between teachers 'actual error correction behaviors and their error correction cognition,which is mainly due to the influence of traditional teaching modes and teachers' unconsciousness to their error correction behaviors in the classroom.(3)Teachers 'attitudes and methods during correction affect students' emotional experience.Generally,students have good psychological feelings about teachers ' error correction,however,the behavior of being excessively harsh,using inappropriate words,and interrupting students' speech may lead to students' negative experiences.Based on the current students' needs for error correction,combined with current foreign language teaching theories and research results,the study makes theoretical discussion on four major aspects: whether to correct,correcting subject,correcting time,correcting strategies,at the same time,three suggestions are put forward for teachers to improve the current classroom error correction behaviors:(1)Teachers should constantly pay attention to and improve their own error correction behavior.(2)Teachers should fully respect the needs of students and individual emotions.(3)Teachers should skillfully use teaching wit to improve the art of error correction.