中小学英语课堂纠错对策探讨

错误分析理论起源于20世纪40-50年代。1967年,PitCorder发表的"TheSignificanceofLearners'Errors"标志着现代意义上的错误分析理论的诞生。错误分析被广泛应用于二语的教与学,自其产生之日起,关于是否纠错,何时纠错,谁来纠错,纠正哪些错误等问题一直未有一个统一的答案。本文通过对青岛市及美国密苏里州几所中小学英语课堂纠错状况的调查,旨在回答以下三个问题：·中小学英语课堂教师常用的纠错策略对教学有什么影响?·中小学英语教学不同阶段中使用不同纠错策略对学生有什么影响?·影响教师课堂纠错策略及对学生学习其他因素是什么?作者通过对调查数据进行归纳分析对比后发现：教师纠错策略对不同年龄阶段的学生有不同的影响,中国教师比美国教师更注重对错误的纠正,尤其是语言形式错误的纠正,采取的主要形式为教师自己为学生纠错；而美国教师则重视信息本身的正确性和错误对学生理解过程的影响。中国教师对待学生的错误相比之下更严格,美国教师更宽容一些。【关键词】：纠错分析纠错策略中外纠错策略对比纠错策略的影响
【论文提纲】：摘要3-4Abstract4-7Introduction7-9ChapterOneLiteratureReview9-241.1TheOriginandDevelopmentofErrorAnalysis(EA)9-151.1.1ThedefinitionoferrorandEA10-111.1.2ThepurposeofEA11-121.1.3DifferentvoicesonEA12-131.1.4Thefunctionofanalyzingthelearners'errors13-141.1.5Classificationsoferrors14-151.2TheResearchonEAStrategiesinChina15-161.3Thefactorsaffectthestudents'learning16-191.3.1Psychologicalfactors16-171.3.2Cognitivefactors171.3.3Languagetraner17-181.3.4Affectivevariables18-191.4ErrorCorrectionStrategies19-241.4.1Whowillcorrecttheerrors21-221.4.2Whentocorrect22-24ChapterTwoTheResearch24-362.1Researchquestions242.2Subjects242.3Methods24-252.3.1Classobservation252.3.2Questionnaire252.3.3Interview252.4DataCollectionandAnalysis25-362.4.1TheresearchinQingdao26-342.4.2TheresearchinAmerica34-36ChapterThreeFindingsandSuggestions36-453.1Answerstotheresearchquestions36-373.2Othersignificantfindings37-403.2.1Students'responseto"face-threatening"37-383.2.2Errorcorrectionstrategiesadaptedbyteachersofdifferentgrades383.2.3Teachers'inadequacyinlinguistictheories383.2.4DifferenterrorcorrectionstrategiesbetweenChineseandAmericanteachers38-393.2.5Problemsinlocalteachingcontext393.2.6SomeinspirationfromAmericanteachers39-403.3Suggestions40-443.3.1RolesofTeachers41-423.3.2Alternativeofcorrectionstrategies42-433.3.3Theappropriatetimetocorrect433.3.4Sensitivitytostudents'emotions43-443.3.5Thestudents'feedbacktocorrection443.4InvolvementofDecisionMakers44-45Conclusion45-46Acknowledgements46-47Bibliography47-51Appendices51-59攻读学位期间研究成果59-60