A Study On Written Error Correction Behavior Of High School English Writing Teachers

Students' English writing ability reflects their integrative English learning level during the period of senior high school.However,students' English writing ability is not ideal judging from college entrance examination reality.Teachers' written error correction is the most major form of corrective feedback in the process of English writing.Teachers' written error correction behavior is directly related to students' English writing ability.Therefore,it is remarkably important to concern about teachers' behavior of written error correction.Based on error analysis theory and output hypothesis,this study aims to investigate teachers' written error corrective behavior in the real English writing teaching,explore the relationships between their error correction behavior and attitudes,and then put forward relevant suggestions which aimed at existent problems.Altogether 80 English teachers from 4 middle schools in Jining are selected as the objects of investigation and 4 senior-year English teachers were randomly selected as the objects of classroom observation and interview.In addition,altogether 240 samples of compositions are selected from teachers as the objects of sample analysis.All the data are from questionnaires,interviews,classroom observations and learners' English writing and are processed by means of Excel and SPSS17.0.The major research findings are as follows:(1)Most of the senior high school teachers have a positive attitude,but they pay more attention to the language forms and still believe that it is necessary to teach learners the language knowledge and correct their language errors.(2)Due to the various factors,there are inconformity and disjunction between teachers' behaviors of written error correction and their attitudes in the real English writing teaching.(3)Although the actual written error correction behavior of teachers promote students' English writing skill to a certain extent,there is still more room for developing their written error corrective behavior.Therefore,teachers could change the concept of writing teaching and set up the correct view of error correction;adopt the composition correction pattern which combines the teacher feedback and peer feedback;could reform the existing composition feedback mechanism and introduce multiple-draft in English writing teaching;flexibly use feedback strategies of error corrective to improve students' “attention” and “awareness”.Overall,this study has achieved the anticipated goal and obtained the satisfactory results,which not only put forward feasible suggestions for the senior high school English teachers to optimize their written error corrective behavior but provide some reference value to improve the teaching quality of English teachers and the writing ability of students.