教师与学生的纠错方式比较研究_英语论文

A Case Study on Teachers’ and Students’ Attitudes Towards Error Correction

摘要

非母语使用者在语言学习过程中，难免会犯错。因此，错误以及错误分析理论正逐渐成为愈加受捧的英语学习研究的热门话题。迄今为止，许多世界范围内的教师及研究者都进行了大量的调查研究并就此各抒己见。各调查结果也都迥然不同。然而，多数调查都是只选择中学生作为调查研究对象且忽视了教师和学生对于纠错的不同看法。因此，该调查选择了小学生作为研究对象并且试图找出两者在纠错问题上的具体不同。

在简单介绍错误理论和回顾以往调查之后，作者采取了课堂观察和访谈的形式来实施调查。通过听课和记录，作者想要找出小学教师在实际教学中偏爱于使用何种纠错方式以及其背后的原因。而访谈是为了发现学生心目中期望的理想的纠错方式。

该调查的结果告诉我们所想和所做之间仍存在一定的差距，这就表明尽管老师具有先进的教学理论，但却往往执着于传统的教学方式而忽视了纠错的必要性。通过这个调查我们得知，教师应该更多关注语言学习的真正主体——学生，而不是盲目的跟从传统的英语教学模式。另外，此研究启示我们在以后的调查研究中应该多多关注实际教学，这样才能做到根据实际情境提高我们的教学质量。

关键词：错误;错误分析;纠错反馈;不平衡

Abstract

For non-native speakers, there is no doubt that they will make errors in the process of language learning. Errors and error analysis are becoming increasingly popular topics in the research of EFL. So far, a large amount of teachers and researchers around the world have conducted a mass of studies to express their own opinions that differ from each other. However, most of these studies only focused on middle school students and have not noticed the gap between students’ and teachers’ attitudes towards error correction. So this study chooses primary school students as research subjects and tries to figure out what the difference is between students and teachers. After a brief explanation of error theories and a review of previous studies, the author adopts the methods of class observation and interview to carry on the study. By means of listening to the lessons and making records, the author wants to find out what corrective feedback the primary school teacher prefers to use most and the reason behind it. The interview is designed to dig out students’ expectations for their ideal corrective feedback. Results of the study tell us that there is a gap between what we think and what we do, which indicates that teachers, though have a good knowledge of advanced language teaching theories, tend to stick to traditional ways to teach English and ignore the necessity of error correction. What we can learn from the results is that teachers should care more about students, the real subject of language learning, rather than blindly following the traditional mode of English teaching. Besides, it inspires us to shift our focus to real teaching practice more in the following studies so as to improve our quality of teaching based on the actual situation.

Key words: error; error analysis; corrective feedback; inconsistency

Contents

Introduction.................................................................................................................1

1. Error analysis theory...............................................................................................2

  1.1 Definition of error................................................................................................2

  1.2 Classification of error and its sources..................................................................3

  1.3 Function of errors and error analysis...................................................................3

2. Research at home.....................................................................................................4

  2.1 Whether to correct................................................................................................5

  2.2 When to correct....................................................................................................5

  2.3 What to correct.....................................................................................................5

  2.4 How to correct......................................................................................................6

  2.5 Who to correct......................................................................................................6

3.Research.....................................................................................................................7

  3.1 Background..........................................................................................................7

  3.2 Procedure.............................................................................................................7

     3.2.1 Classroom observation...............................................................................7

     3.2.2 Interviews...................................................................................................8

4. Data analysis............................................................................................................8

  4.1 Class Observation................................................................................................8

  4.2 Interviews............................................................................................................9

  4.3 Summary of the results.......................................................................................10

5. Significance of the research...................................................................................11

Conclusion...................................................................................................................12

References...................................................................................................................14