Attitudes towards Error Correction, Corrective Moves and Their Effects in College English Classrooms in China

Authors

  • Guang Shi Nanjing Normal University, China

DOI:

https://doi.org/10.31686/ijier.vol5.iss2.498

Keywords:

Attitude, Error Correction, Effect, College English Classroom

Abstract

This study explored the relationships among teachers’ and students’ attitudes toward error correction, teachers’ actual corrective moves and their effects in college English classrooms in China. The major findings are as follows. Firstly, comparatively speaking, teachers are more negative toward errors and error correction than students. Secondly, Teachers and students have different views of how errors should be corrected. Finally, negotiation of form, favored by both teachers and students, has the best effects among all error correction types; explicit correction, welcomed by students but disliked by teachers, is less effective than negotiation of form but more effective than recast, which is favored by teachers but distasted by students.

Downloads

Download data is not yet available.

Author Biography

  • Guang Shi, Nanjing Normal University, China

    School of Foreign Languages and Cultures

References

Brook, N.

Language and language learning . (2 nd Ed.) New York: Harcourt, Brace & World Inc.

Carroll, S and M. Swain, 1993. Explicit and Implicit Negative Feedback: An Empirical Study of the DOI: https://doi.org/10.1017/S0272263100012158

Learning of Linguistic Generalizations. Studies in Second Language Acqu isition 15(3): 357 386.

Chastain. K. 1971.

The development of modern language skills: Theory to practice . Philadelphia: Center

for Curriculum Development, Inc.

Chaudron, C. 1988.

Second Language Classrooms . New York: Cambridge University

Chenoweth,

N. A. Day, R. R. Chun, A. E. and Luppescu, S. 1983. Attitudes and Preferences of ESL

Students to Error Correction. Studies in Second Language Acquisition 6(1):79 87.

Dekeyser, R. 1993. Effect of Error Correction on L2 Grammar Knowledge and Oral Proficiency DOI: https://doi.org/10.1111/j.1540-4781.1993.tb01999.x

. Modern

Language Journal 77 (4): 501 514

Ellis. R. 2000.

Understanding Second Language Acquisition . Shanghai: Shanghai Foreign Language

Teaching Publishing House.

Han Z. H. 2002. Study of the Impact of Recasts on Tense Consistency in L2 Output. DOI: https://doi.org/10.2307/3588240

TESOL Qua rterly 36(4): 543

Hendrickson. J. M. 1978. Error correction in foreign language teaching: Recent theory, research and DOI: https://doi.org/10.2307/326176

practice. Modern Language Journal 62: 387 398.

Hu, Z. L. 2002, Reflections on China's English education,

Foreign Languages Research (3): 1 9.

Krashen, S. D. 1982.

Principles and Practice in Second Language Acquisition . New York: Pergamon

Press.

Leeman, J. 2003. “Recast and Second Language development: Beyond Negative evidence”. DOI: https://doi.org/10.1017/S0272263103000020

Studies in

Second Language Acquisition 25(1): 37 63.

Lou,

H. Y. and F. Liao. 2005. The relations between college English teachers’ teaching belief and actual

teaching behavior in the classroom Quantitative and qualitative research, Foreign Language

Teaching and Research (4): 271 275.

Lyster, R. and L. Ranta, 1997

. Corrective Feedback and Learner Uptake: Negotiation of Form in

Communicative Classrooms. Studies in Second Language Acquisition 19 (1): 37 66.

Lyster, R. 2000. Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and DOI: https://doi.org/10.1111/j.1467-1770.2001.tb00019.x

Learner R epair in Immersion Classrooms. Language Learning , 51(s1): 265 301.

Panova, I. and R. Lyster, 2002. Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom. DOI: https://doi.org/10.2307/3588241

TESOL Quarterly 36(4): 573 595.

Qiu, Z. J. 1997, Error correction in EFL teaching

Students’ attitude and requirements. Foreign

Language World (2): 41 45.

Shi, G. 2002. A Review of Error Correction in EFL Classrooms,

Jiangsu Foreign Language Teaching and

Research, Special Edition for Linguistics (2): 121 124.

Shi, G. 2005. Corrective F

eedback and Learner Uptake in Chinese EFL Classrooms, Foreign Language

and Literature 22(4): 242 254.

Shi, G. and X. H. Liu, 2008. Corrective Feedback in EFL Classrooms,

Foreign Language Learning:

Theory and Practice (2): 29 32.

Wei, R. 2015. Effects of co

rrective feedback and explicit instruction on EFL learners’ pragmatic

acquisition, Modern Foreign Languages , 38(1): 73 82.

Zhao, W. and J. J. Wang. 2016. The Impact of Recasts on the Production of English Questions,

Foreign Languages in China , 13(3): 73 82.

Zhu, Y. and M. Wang. 2005.

A study of written corrective feedback: Forms, explicitness and effects.

Modern Foreign Languages (2):170 180.

Downloads

Published

2017-02-01

How to Cite

Shi, G. (2017). Attitudes towards Error Correction, Corrective Moves and Their Effects in College English Classrooms in China. International Journal for Innovation Education and Research, 5(2), 32-39. https://doi.org/10.31686/ijier.vol5.iss2.498