10th grade students’ attitudes towards teachers’ error correction in classroom oral activities at Do Son Boarding High School, Hai Phong = Thái độ của học sinh lớp 10 trường THPT Nội Trú Đồ Sơn đối với việc chữa lỗi của giáo viên trong các hoạt động nói. M.A Thesis Linguistics: 60 14 10

Abstract

The present study investigates high school students’ attitudes towards teachers’ correction of errors in classroom oral activities. It is intended to improve the language teachers’ understanding of (1) students’ perceptions of oral errors and oral error correction; (2) students’ reactions to teachers’ oral error correction in actual practices; and (3) students’ preferences for teachers’ oral error correction strategies. The participants were 120 tenth grade students and two teachers of Do Son Boarding High School in Hai Phong city. Data were collected through a survey questionnaire, classroom observations and semi-structured interviews. The findings revealed that the students were aware of the significance of oral errors in language learning and they had strongly positive attitudes towards teacher correction of oral errors. However, the teachers’ treatment of errors has not brought about as much satisfaction as the students wish. In addition, the students showed a clear preference for teacher correction of grammatical and phonological errors over other types of errors. They also expressed a strong need for having oral errors treated right after they have finished speaking. The most favored correction method was for the teacher to clearly explain and explicitly correct the errors made by the students. Given the results, the study proposes some recommendations for language teachers to work out appropriate error correction strategies so as to enhance language learning.