高中生对英语课堂教师纠错的态度的调查研究.doc

山东师范大学硕士学位论文 Abstract It is unavoidable for learners to make errors during the process of language learning. It is also very important for the teachers to correct the students’ errors in an appropriate way. The study of learner errors was carried out in the field of foreign language learning in the 1950s, which has caught attention of a lot of researchers. With the in-depth understanding of learner errors, their attitude towards errors has changed and they are growing consensus on the importance of error correcting. Due to the application of Communication Language Teaching in China, the errors that do not affect the normal communication are often ignored. The CLT pays more attention from the accuracy of expression to the fluency of expression. Teacher corrective feedback is an important medium for interaction between teachers and students in class and influences the students’ language input and output. It plays an important role in learners’ language acquisition and improving the effect of teaching. It is a critical period for students to learn English and to cultivate their interests when they are in senior high schools. And to some extent the adequacy of teachers’ corrective feedback would affect students’ interests of learning English. At present, error correction research about high school has many shortcomings. But what is the high school students’ attitude to error correction in English classroom? The author considers it a worthy problem to be probed into. The questionnaire, interview and classroom observation are employed to study students’ attitude and preference to the teacher corrective feedback in classroom in order to help teachers use more effective corrective feedback, improve the quality of English teaching and stimulate learners’ learning motivation. The author attempts to find out: 1. the attitude of high school students’ to error correction in English classroom; 2. the high school students’ preference to the type, the way and the time of error corr