Investigation On The Attitude To Error Correction In EFL Classroom In Senior High School

It is unavoidable for learners to make errors during the process of languagelearning. It is also very important for the teachers to correct the students’ errors in anappropriate way. The study of learner errors was carried out in the field of foreignlanguage learning in the1950s, which has caught attention of a lot of researchers.With the in-depth understanding of learner errors, their attitude towards errors haschanged and they are growing consensus on the importance of error correcting. Due tothe application of Communication Language Teaching in China, the errors that do notaffect the normal communication are often ignored. The CLT pays more attentionfrom the accuracy of expression to the fluency of expression.Teacher corrective feedback is an important medium for interaction betweenteachers and students in class and influences the students’ language input and output.It plays an important role in learners’ language acquisition and improving the effect ofteaching. It is a critical period for students to learn English and to cultivate theirinterests when they are in senior high schools. And to some extent the adequacy ofteachers’ corrective feedback would affect students’ interests of learning English. Atpresent, error correction research about high school has many shortcomings. But whatis the high school students’ attitude to error correction in English classroom? Theauthor considers it a worthy problem to be probed into. The questionnaire, interviewand classroom observation are employed to study students’ attitude and preference tothe teacher corrective feedback in classroom in order to help teachers use moreeffective corrective feedback, improve the quality of English teaching and stimulatelearners’ learning motivation. The author attempts to find out:1. the attitude of highschool students’ to error correction in English classroom;2. the high school students’preference to the type, the way and the time of error correction.Based on the data analysis, the following conclusions are drawn: The studentsthink that it necessary for errors to be corrected by teachers, and most of the studentsthink every error should be corrected. It would improve their English level if the teacher often corrects their errors. They also believe that too much correctivefeedback would not make them lose self-confidence. Most of students have the sameopinions about when to correct errors. They insist that errors should be corrected inclass, and they do not hope that the teachers correct their errors before they finishtheir speech. About who should correct the students’ errors, most students hope theirerrors can be mainly corrected by teachers. On the whole, the students like explicitcorrection best.In conclusion, the teachers should treat the students’ errors correctly, selectingthe appropriate time of error correction and using different ways of error correction.At the same time, teachers also need to protect students’ self-esteem. In Englishteaching, the teachers should constantly improve their theoretical level of errorcorrection and improve the efficiency of teaching and error correction in practice.