教育学英语论文:写作中的错误 [9]
论文作者:jessica论文属性:学术文章 Scholarship Essay登出时间:2014-12-18编辑:jessica点击率:15908
论文字数:6976论文编号:org201411122112002962语种:英语 English地区:中国价格:免费论文
关键词:错误纠正英语教育Error correction
摘要:关于学生的写作作业中的错误,老师和学生应该如何对待呢?对于这个问题学生和老师都有不同的看法,那么究竟是纠正错误呢还是任其发展呢?如果是纠正其中的错误,应该如何纠正呢?
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Regarding the revision of papers after receiving feedback, 77 percent of the learners taking the survey selected the option “I do not revise my writing after it is corrected and handed back to me”. It was amazing to find that about 78 percent of the learners (who were advanced in proficiency of course) considered their writing skill as their weakest among the four language skills. Most of the learners took a dim view of their own progress in writing such that only 43 percent of them believed that “I’m making good progress in writing” and 30 percent assumed that “I’m making ‘some’ progress in writing”. [3]
Results from the teachers’ survey revealed that all of the teachers believe that generally error correction is effective (and not ineffective or harmful). In the interviews, however, most of them (76 percent) believed that the effectiveness of error correction is contingent on the “manner” or “way” of correcting students’ errors. The term “affective factors” was used by 6 teachers to explain that in order for error correction to be effective these factors have to be taken into account and that otherwise error correction can become harmful. They could also think of anecdotes when they discouraged or disappointed a student correcting their errors in an inappropriate manner (for instance in front of the whole class).
Considering the comprehensiveness of error correction, 80 percent of the teachers stated that there is no need to correct all the errors in students’ writings and the majority of them interviewed (almost 77 percent) reported that in practice they adopt an approach to error correction tailored to the level of proficiency of their learners. Some of the teachers questioned the possibility of correcting all errors in a piece of writing. There were teachers, however, who took sides with comprehensive error correction mostly on the grounds that the students were advanced in proficiency. The reasons they proposed for doing so were various. However, there were some reasons that were more popular among the respondents. Most of the teachers felt that it is my responsibility to tell the students all of their errors. Some sent the ball to students’ court and uttered that “Students prefer so”. One teacher believed that this was what she was told to do in her training course (which was not in fact the case, as in a friendly talk with the supervisor, she asserted that there are no regulations imposed on the teachers as to how students’ errors in writing should be corrected or what kind of feedback is preferable). A couple of teachers argued that it is not an easy task to tell important errors from insignificant ones, asserting that “It is not always easy to tell important errors from unimportant ones” or as one teacher said “It’s not easy to do selective error correction systematically.”
About one third of the teachers (mostly the more experienced ones) described their approach as selective in the sense that they set criteria for correcting students’ errors and the criteria are elucidated to the students in the opening sessions of the course. One teacher, for instance, included organization, word choice and grammatical accuracy in his criteria. What is interesting is that half of the teachers who utilized criteria in selecting errors to be corrected were inconsistent in their practice with regard to the errors which could be related to a certain criterion. As they reported, th
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