Investigation And Research Of English Classroom Error Correction In Primary School

With the continuous advancement of new curriculum reform and the emphasis on quality education,English classroom teaching in primary schools is facing great challenges.Error is a vital phenomenon that cannot be ignored in primary school students’ English learning process.Teachers’ error correction is a significant channel for students to improve their language level,which affects the effect of language learning.Therefore,how to correctly treat and correct students’ error is a crucial topic that cannot be avoided in foreign language teaching research.As early as last century,scholars in the field of foreign language learning have made use of contrastive analysis,error analysis theory and interlanguage theory to study the errors of language learners.However,the study of Chinese primary School English classroom error correction has always been a field rarely involved in foreign language learning research.Due to many factors,Existing studies on English classroom error correction are of limited help to English teaching in China.These studies do not closely combine the characteristics of Chinese students and focus on the characteristics of English classes under the special cultural background in China.In The field of foreign language learning research in China,little attention has been paid to English classroom error correction.In this context,based on the students’ demand for correction,this thesis conducts a survey and research on error correction of English classroom in a primary school in Jinan,focusing on Hendrickson’s five specific questions of whether,what kind,when,by whom and how to correct.The purpose of this thesis is to realize the existing problems in primary school English classroom error correction,analyzing the causes of the problems and finally put forward reasonable suggestions on classroom error correction based on relevant theories.First of all,a questionnaire survey was conducted among 245 students in grade four and five of a primary school in Jinan,and 7 teachers were interviewed in order to summarize the current views and attitudes of pupils and teachers on error correction.Secondly,classroom observation was used to study teachers’ error correction behaviors in real classrooms.Through the collection and analysis of data,the existing problems of error correction in primary School English classroom are summarized:(1)The frequency of classroom correction is too high,but the efficiency of classroom correction is low.(2)Teachers and students attach too much importance to grammatical errors and pay little attention to pragmatic errors.(3)Teachers and students have different views on the timing of error correction.(4)The classroom error correction subject is single,mainly by teachers.(5)Teachers neglect the use of recasting correction.(6)Classroom error correction way diversification is insufficient.The reasons of these problems are discussed and the following reasons are summarized:(1)there are deviations in teachers’ understanding of English classroom.(2)Teachers’ preference for correcting errors affects students’ attitude toward correcting errors.(3)There is a certain deviation between teachers’ view of correction and students’ demand for correction.(4)The authority image of teachers is deeply rooted and students rely too much on teachers.(5)Teachers are skeptical about the effectiveness of recasting error correction.(6)Teachers lack teaching reflection.Based on the current problems and current foreign language teaching theories and research results,this study puts forward the following suggestions in chapter four:(1)Strengthen classroom interaction and improve error correction efficiency in classroom interaction.(2)Advocate recasting error correction,improve recasting error correction rate and effectiveness.(3)Teacher should use skillfully prompt feedback to cultivate students’ ability of correction.(4)Different correction methods are adopted for different language elements.(5)Implement differentiated error correction based on students with different language levels.