The Types and Effects of the Teacher's Error Treatments in EFL classes

随着最近对交流的重视，纠错在课堂上可能被认为是不必要的。然而，第二语言学习者，特别是年龄较大的学习者，可以从教师的负面反馈中受益。为学习者的中介语发展提供适当的反馈是语言教师责任的重要组成部分。错误处理研究的最终目标是实证证明不同类型的错误处理对习得的认知和情感影响。然而，在我们开始这项雄心勃勃的经验验证之前，首先必须调查教师使用了哪些错误处理方案，这些方案使用的频率是多少，以及哪些因素影响了它们在实践中的使用。这些关于错误处理的描述性工作将帮助我们找到需要解决的有意义的问题，帮助我们在课堂上更多地了解和原则性地使用错误处理。为了提供关于新手教师错误处理行为的描述性数据，我们对41节由实习教师教授的初中英语课进行了转录和分析。研究发现：(1)由于过度使用语法解释和重复练习，错误的平均出现频率极低；(2)最常见的错误是语法、词汇和发音方面的错误；(3)只有一小部分错误被忽视；(4)直接提供正确答案的机械式英语练习使用的错误多于自我纠正的错误；(5)在交际实践中，非中断型错误的使用多于中断型错误的处理，但只有少数受试者使用了前者。(6)部分“答题”型和部分“自我纠错型”具有较好的短期效果，成功地引起了学生的纠正反应。

With the recent emphasis on communication, error correction might be considered unnecessary in the classroom. However, second language learners, older learners in particular, can benefit from receiving negative feedback from the teacher. It is an important part of the language teachers responsibility to provide appropriate feedback for the learner's interlanguage development.The final, yet far distant, goal of error treatment research is to empirically prove the cognitive and affective effects of different kinds of error treatment on acquisition. However, before we can set out on the ambitious undertaking of empirical verification, it is first necessary to investigate what error treatment options are used by teachers, how often they are used, and what factors influence their use in practice. Such descriptive work on error treatments will help us find meaningful questions to tackle, helping us aim towards more informed and principled uses of error treatments in the classroom.In an attempt to provide descriptive data on novice teachers' error treatment behaviors, 41 junior high school English lessons taught by student teachers were transcribed and analyzed. The findings were as follows ; (1) the average frequency of error occurrence was extremely low, which turned out to be due to the overuse of grammatical explanations and repetitive drills, (2) the most frequent errors observed were errors in grammar, vocabulary, and pronunciation, (3) only a small portion of the errors committed was ignored, (4)treatment types for mechanical English practice which directly provided correct answers were used more than self-corrective treatments, (5) for communication practice non-interruptive types of error treatment were more used than interruptive types, but only a limited number of the subjects used the former types. (6) Some of "Answer Provision" types and some of "Self-correction" types showed better short-term effects, successfully eliciting corrected responses from students.