Investigation And Research On Classroom Error Correction Of Primary School English Teachers Based On Achievement Motivation Theory

The topic of classroom error correction has a long history and the primary school is the basic stage for students to learn English.Whether they should correct mistakes,who will correct mistakes,when to correct mistakes,how to correct mistakes,these problems are worth the educators to think about.In addition,students are independent individuals with different learning motivation and achievement motivation,students’ achievement motivation affects students’ learning attitude,knowledge memory,thinking quality and so on,will have a profound impact on students’ learning and growth.In this way,Paying attention to different achievement motivations can improve the error correction effect to the maximum extent by combining their needs.The research object of this paper is the fifth grade students of a primary school in Zhangzhou city,Fujian Province.Three classes and their English teachers are selected.Based on Atkinson’s achievement motivation theory,Achievement Motivation Scale and Atkinson’s achievement motivation formula M= MS-MF were used to divide students into two categories:approaching success and avoiding failure,namely,high achievement motivation students（M≥0）and low achievement motivation students（M < 0）.Then using the questionnaire method,classroom observation and interview method,study two types of students in the "whether to correct","error correction subject","error correction time" and "error correction methods" requirements on the four dimensions of error correction,teachers in four dimensions in the actual behaviors of error correction,and on the four dimensions of error correction differences between the two types of students’ need and teachers actual behaviors.It is found that there are great differences in the demands of the two types of students in the four dimensions of classroom error correction,and the actual behavior of teachers can not well meet the needs of the two types of students in the four dimensions of error correction.First of all,in terms of "whether to correct",students need a higher error correction rate.Students with different achievement motivation have different classroom emotions,which requires teachers to pay more attention to.Secondly,in terms of "error correction subjects",teachers mainly correct errors in actual classes.Teachers believe that both teachers and students can become the subject of error correction,and students need more opportunities to self-correct errors.Thirdly,in terms of "error correction time",teachers and students are different in the choice of three kinds of error correction time,which requires teachers to pay more attention to after-school error correction;Finally,in terms of "error correction methods",students choose various error correction methods,elicitation are generally recognized by teachers and students,but the actual behaviors of teachers fails to meet the needs of students with low achievement motivation.Finally,specific suggestions are put forward according to the four dimensions of classroom error correction:（1）attach importance to students’ achievement motivation and correct mistakes according to students’ needs;（2）Reasonable use of teacher correction,frequently use of students’ self-correction;（3）Rationally choose the correct time and strengthen students’ after-school correction;（4）Establish the awareness of enlightening error correction and use a variety of error correction methods.The specific suggestions are divided into high achievement motivation students and low achievement motivation students.