| As is well-known, language learning is a process of creative construction, during which learners may experience such things like being exposed to errors, making errors and avoiding errors. Now people's attention has been shifted from avoiding errors to admitting their indispensable roles in'foreign language learning. The researchers at home and abroad nearly reach consensus that errors in oral English are inevitable during the development of Interlanguage and they reflect a gap and deviation between the learner's knowledge system and his language performance. The research on EA is good for people to find out the cause for errors so that they can avoid or even eliminate them effectively, in order to achieve the aim of intercultural communication. However, in the field of Second Language pedagogy, whether or not to correct learner errors in the classroom is a long-debated issue. Perspectives on the utility of error correction are differently proposed in second language acquisition theories.Nowadays, in English class of senior high school, students will still make various kinds of errors and mistakes during the process of oral output, such as Chinglish, anti-grammar, disagreement between subject and predicate, false pronunciation and so on, all of which have a negative influence on students' understanding and oral output. During the author's two-month internship in a key High School of Tianjin, she has observed a large number of oral English classes of Grade 3. In order to make the language sample more integrated and authentic, the author records the whole class and then listens to it repeatedly. After carefully transferring these listening materials into written materials and analyzing them cautiously, the author classifies the oral errors collected from the language sample. Besides these, the students'and the teachers'attitude toward error correction are also investigated in this paper through interview and questionnaire.In TEFL practice, it has been a never-ending phenomenon for the students to make errors and therefore a knotty problem for the teacher to solve.Then what types of errors do senior high school students usually commit?What causes them to make these errors?How to reduce these oral errors?What implications can be gained from this study?All these questions are the major concern of this paper and are discussed in the following parts. |
