A Survey Of Business English Classroom Teaching Error Correction

In the study of Business English,language errors are unavoidable.Classroom teaching error correction can narrow the gap between the students’ interlanguage and the target language.However,in some Business English classes in secondary vocational schools,teachers do not understand students’ preferences in error correction attitude,timing,subject,type and method,which may lead to the contradiction that is not conducive to the function of error-correcting between the choice of correction behavior and students’ needs.Therefore,teachers should pay attention to the actual needs and preferences of students and consider the individual differences of students,choosing the time,subject,type and method reasonably.Guided by the error analysis theory and the attention hypothesis,this study takes the business English classes of four secondary vocational schools as the research object,and conducts an investigation through questionnaire,interview and observation.It is found some problems,such as the difference in the cognition of error correction,the low degree of teachers’ attention to the pronunciation errors,the students’ wrong understanding of the opportunity of error correction,the imbalance of the subject of error correction and the teachers’ less use of explicit error correction methods.In view of the problems,this paper puts forward some suggestions for improvement: communication between teachers and students in correction need to be emphasized,optimizing teaching content to promote pronunciation error correction,to strengthen the encouragement when students express in English,actively exert the advantages of students’ self-correction,and carry out error correction in accordance with the zone of proximal development.