A Study Of The Influence Of Teachers’ Error Correction Methods In Class On Junior Middle School Students’ English Learning Motivation

Motivation is an internal force that sustains and regulates students’ learning,especially in language learning,where it influences the language input and output through its interaction with the learning context,and students’ learning status and learning efficiency are closely related to the strength of their motivation.However,the language learning process is also a process that is prone to errors.The occurrence of these errors is not a sign of the learners’ low ability,but rather it is the cornerstone of students’ progress.Therefore,it is important for teachers to treat learners’ errors and to provide feedback to motivate learners through error correction.Based on the affective filtering hypothesis theory,bias analysis theory and achievement motivation theory,this paper focuses on how different ways of error correction by teachers in middle school English classrooms have different effects on students’ English learning motivation,by understanding learners’ attitudes and expectations toward error correction,and by understanding the differences between teachers’ actual classroom error correction and students’ expectations,and by making suggestions for these situations,so as to obtain targeted research results that can be directly applied to middle school English classroom teaching practices.What are the common ways teachers correct errors in the middle school English classroom? Are students’ motivation in the English classroom related to the teacher’s error correction style? What are the attitudes and preferences of students of different academic levels toward teachers’ error correction methods? What error correction strategies should teachers use to enhance students’ motivation to learn English? The author used these questions as clues to conduct a specific study.252 students in the eighth and ninth grades of a middle school in Chongqing were used as the main research subjects,and the data were collected mainly by questionnaires,interviews,and classroom observations to ensure the reliability and validity of the study.Through compiling,analyzing,and summarizing the data,the author found that the error correction methods used by teachers in the classroom have a significant impact on students’ English learning motivation.It was found that junior high school students’ motivation to learn English was closely related to teachers’ error-correction methods in class,and the magnitude of their motivation was affected differently by different personality types as well as different learning levels.At the same time,the results of the study suggested that there are also some problems in teachers’ error correction in the classroom,mainly including:(1)Students’ subjectivity in classroom error correction is not significant;(2)teachers’ tolerance for students’ errors needs to be improved;(3)teachers’ attention to students’ emotional needs in the process of error correction is insufficient.For this reason,the following error correction strategies are proposed to enhance students’ English learning motivation:(1)Diversify the subjects of error correction to enhance students’ main position;(2)Diversify the ways of error correction to meet students’ needs of error correction;(3)Pay attention to students’ emotional needs to improve the efficiency of error correction in the classroom.