Abstract Nowadays, almost all junior high school students in China are learning English as a second language. English classroom teaching has naturally become one of the most important parts of English education. And during second language acquisition, there is one unavoidable thing: error. There are a plenty of theories about error analysis and error correction. In this paper, the researcher focused on junior high school students’ preferences toward English classroom error correction. Five key questions were raised to make the research more targeted: Should errors be corrected? What kind of errors should be corrected? When should errors be corrected? Who should do the correction? How to correct the errors? 47592

Questionnaire, classroom observation, and inpidual interview have been used to research. According to the analysis of the data, conclusions have been drawn that students are willing to accept language error corrections though they sometimes may feel embarrassed if the correction happens frequently. And they think grammatical errors and lexical errors should be corrected most. When it comes to when errors should be corrected, most students prefer to get the correction right after they finish their speech. As for who should correct their errors, most students trust their teachers and hope they can be the one who correct the errors. Toward the strategies the researcher gave in the questionnaire, students showed their favor in repetition, recasts, and explicit correction. While mate-linguistic feedback is not popular among them. 

In addition to the students’ preferences, the researcher also interviewed some teachers. It turned out that teachers’ opinions can basically match the students’ preferences. Though there still are several differences between teachers’ behavior and student’s expectation, they are not wide gap, just small differences. Thus the situation is positive in general, but there still is room for improvement.

Keywords: errors, error correction, SLA, students’ preferences

 初中学生对于英语课堂纠错的偏好——以杭州保俶塔实验学校为例

摘要在当下中国，几乎所有初中学生都要学习英语作为第二语言。英语课堂教学自然成为了英语教育的最重要场合之一。而在二语习得的过程中，有一样东西是不可避免的：错误。关于错误分析与错误纠正，已有许多的理论。而本文作者将关注点放在了初中学生对于英语课堂纠错的偏好。为了使调查更有针对性，文中提出了五个关键问题：是否应该纠错？什么样的错误需要纠？该在什么时机纠错？谁来纠错？如何纠错？

被用于调查的方法主要有问卷、课堂观察以及个别访谈。根据数据的分析结果，本文得出的结论如下：尽管如果在被频繁纠错时会感到尴尬，但是大部分学生表示乐意接受语言错误的纠正。而且他们认为语法错误与词汇错误是最需要被纠正的。至于在何时机纠错，大部分学生表示更倾向于老师在他们表达结束的时候纠正其错误。而在谁来纠错的问题上，学生的看法较为统一——他们都表示出对教师的极大信任并且希望由教师做这个工作。对于问卷中所给出的七种纠错方法，学生们更青睐于教师重复错误来提醒学生，或直接以正确形式重述该语句，或采用最传统的直接纠正。而使用元语言进行讲解的方法是最不受欢迎的。

除了学生的偏好，作者还对个别教师进行了访谈。结果显示教师的观点与学生的观点基本是吻合。尽管教师真实行为和学生期待之间还存在少数差别，但是这些都不是大问题，只是小出入。因此，总体而言情况是乐观的，只是还具有提升空间。

毕业论文关键词：错误，错误纠正，二语习得，学生偏好

 Contents

1. Introduction 初中学生对于英语课堂纠错的偏好:http://www.youerw.com/yingyu/lunwen_49751.html