A Study On The Relationship Between Error Correction Beliefs And Error Correction Behaviors Of Chinese Teachers For Foreigner

Teacher’s correcting behavior plays an important role in TCSL class.Students often make language mistakes in class,and teachers help them correct them by correcting them,which affects students’ language learning results.Most of the previous scholars focused on the study of teachers’ error-correcting behavior,and few of them deeply explored teachers’ personal belief in error-correcting.However,teachers’ corrective beliefs influence the corrective behaviors to some extent.In order to better understand the causes of the corrective behaviors,it is necessary to study the corrective beliefs from the source.Therefore,this paper intends to make some new attempts to link teachers’ belief in correction with their behavior and explore the degree of correlation between them.The research process and conclusions of this paper are as follows:First of all,under the research framework of Hendrickson(1978),the questions in the questionnaire were optimized and sorted out based on previous studies and relevant theories and the author’s classroom observation.Five teachers were selected as the research objects.A,B,C,D and E are the primary comprehensive teachers,intermediate listening and speaking teachers,intermediate reading teachers,advanced listening and speaking teachers and advanced reading teachers.Secondly,five teachers were observed in class,the recordings were converted into texts,and teachers’ corrections in class were recorded and sorted out.A total of 26lectures(2,490 minutes)were attended,and 17,211 characters were recorded.By comparing their belief in correction displayed in the questionnaire with their behavior in classroom teaching,we found that each teacher had the highest consistency between belief and behavior in the attitude of correction,among the four basic problems of belief in correction,including attitude,opportunity,item and strategy.Each teacher’s belief and behavior are both consistent and inconsistent in the time and strategy of correcting errors.In the error correction project,each teacher’s belief and behavior consistency is the lowest.Finally,teachers were interviewed for the inconsistent content,and the reasons for the inconsistent beliefs and behaviors of teachers were explored,namely,the language level of students was still in the primary stage,the mistakes were not the learning focus of this lesson,the teaching mode was changed from offline to online,and the influence of students’ personality and non-preset scenarios.Finally,we put forward suggestions for teachers from the aspects of theoretical study,practical training,cooperation and communication,learning and resource utilization,etc.,so as to improve teachers’ classroom error correction effect.