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ErrorCorrectionDesign

By Theresa Harrison,2014-05-16 23:32
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ErrorCorrectionDesign

Project Title:

    Error Correction Design &

    Learners’ Errorreducing Investigation

Investigator

     Pu Shuying

    Huaihua Radio & TV University

    Submitted on May 15. 2003.

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In fulfillment of the course

    Practical project Design

    Acknowledgment

    I’m most grateful to Professor Guide and Miss Yao without whose support this

    project would not implemented.

    I’m also grateful to my colleagues Yang jingqing YaoYafen, Zhang Meilian, Yao

    Xiaoqin and Yang Yinxiu for their time spent on brainstorming and discussions with me .

    No amount of thanks will be adequate of my students without those willing

    participation in the project implementation it would have remained on paper.

    Last but not least big thanks go to my husband and my mother in law who have

    shared with me worries, frustrations. And hopefully my ultimate happiness in eventually is

    project finishing this project.

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    Abstract

    It presents a detailed report of the project implemented to solve the problem that I spend a lot of time correcting my students’ errors in their assignment some of them always seem to make them again. It is hypothesized that learners’ errors in writing can be reduced by varied error-correction techniques. This hypothesis is verified by a two-week classroom teaching of variedcorrection techniques.

    Methodologically four methods are used, and they are analytic method, cause analysis, Interview brainstorming and questionnaire.

Key words:

    Technique, exercise, correction

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     围绕这一问题?即使本人花了大量时间给学生纠错:但仍然有些学生总是一错再错:从而影响他们进一步学习英语:本论文在分析解决实际问题和具体贯彻教学方案等方面做出了详细的研究。论文中假设多样化的纠错方法:能减少学生答题中的错误。采用多种纠错法:通过三个星期的课堂实践:这个假设的正确性得以证实。

     在科学的调查实践中采用了五种方法?解析法、原因分析、采访法、集体探讨法和问卷调查等方法。

    关键词;方法 练习 纠错

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    Main Headings of the Project Report

    1. Introduction………………………………………………………………………..page 6 2. Summary of the Preliminary Research………………………………………..…..page 6 2.1 Problem………..…………………………………………………………………..page 6 2.2 Problem analysis………………………………………………………………..page 6-9 2.3 Project objective…………………………………………………………………..page 9 2.4 Project hypothesis……………………………………………………………… ..page 9 2.5 Project rationale……………………………………………………………… ..page 9-10 3. Correction work design……………………………………………………… ..page 11-14 4. Control and target groups………………………………………………………… ..page 14 5. Project implementation…………………………………………………………… ..page 14

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6. Project evaluation…………………………………………………………… ..page 16-17

    7. Project findings and discussion …………………………………….………… ..page 17

    8. Refferences…………………………………….………………….………………...page 18

    9Appendix : …………………………………….………………….………………...page 18

    A. The timetable of the project…………………………………….…………………...page 19

    B. Questionaire………………………………….………………………….…………page 20

    C. Exercises………………………………….………………………….…………page 21-23

    D. Teaching notes

    E. Diaries

1. Introduction

    I have been teaching the students who are in their second year of a junior middle school .In my teaching I’ve found there are some problems. Now I’ll finish my study in Huaihua TV University. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice, which I learned from Huaihua TV University .

2 Summary of the preliminary Research

2.1 Problem

    The problem I have in my teaching is that although I spend lots of time correcting my students’ errors in their exercises, some of them always seem to make them again .

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2.2 Pro1blem analysis

    In my teaching , the problem identified was really a serious problem . I examined my problem scientifically to see whether it is researchable . I discussed and agreed the problem with the tutor . At the same time, I work out the timetable of my project ( to see appendix A.) I used several methods of problem analysis to analyze the problem. They are the analytic method cause analysis, interview, questionnaire and brainstorming

2.2.1 The analytic method :

    Some of my students always make the same mistakes again and again .

    The phrase some made me think of the other side of the issue : some of my other students do not make the same mistakes again and again . This make me think of these.

    1. Why some don’t . While others do ?

    2. Who are the some that they don’t and who are other that do ?

    Moreover “My studentsis contrast with my colleagues’ students. This prompted me to

    make a chain of reflections .

    What about some of my colleagues’ students ? Is it also the case that they make the same mistakes, either ? If on the other hand , all again then of my callegues’ students don’t make the same mistakes again and my problem is actually caused by myself, not clearly or my examples are not very tipical or my lesson plan is poorly designed .

    Through the above analysis I realize that my problem is problem caused by my error―correction technique.

2.2.2 Cause analysis .

    The teacher’s side that is myself.

    Is it because the teaching step is poorly designed ?

    Is it because I don’t explain the usage of the phrases clearly .?

    Is it because the examples are not efficient ?

    The students’ side

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    Do the students know the importance of the usage of the phrases ? And do they pay enough attention to it ?

    Do they need the teacher as their helper ?

    There are some absentminded students . Is it because they are motivated ?

    Is it because they pay little attention to their mistakes?

    The class size

    My class has 54 . The class size of 50 students may have some negative effect. The classroom is too crowd and too noisy.

    Of all the causes. I believe that the teacher is mainly responsible for the failure. I want to know what my students think about the problem Brainstorming.

2.2.3Interview

    I interviewed several students and find out my week points : my error-correction technique is ineffective. My voice is too low in the too noisy classroom . I just tell the right form. I give few analysis and I don’t like to write the words on the blackboard, either.

2.2.4. Questionnaire survey

    I made a pilot investigation is this respect to know more about the situation .One day, I gave them an exercise which we’ve done in a test . I corrected after class. I got the following feedbackTo see Gragh 1?.

    A+ A B C

    3 15 20 14

    5.78% 28.85% 38.46% 26.92% 百分比

     The feedback of exercises from the test

    The graph shows that only five students got A +100 marks, they are only 5.78% of the students.15 students got A,85-99 marks, they are 28.85%.20 students got B,60-84 marks, they amount to 38.46%.The rest 14 students even didn’t get C,60 marks, they are still 26.92%.

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    Then I asked them two questions. One was why some students could do the exercises all correctly .The students’ responses: First they listened to the teachers’ explanation carefully . Then they played enough attention to the errors. At last, they correct the errors by themselves again and asked the teacher the ones without understanding.

    The second question was that why most students made the same errors again .The students’

    responses: They listened to the teacher carefully and understood the teacher. But after that they played little attention to the errors and they were uncoils to make them again. Since most of my students made the same errors after I corrected . I designed a questionnaire ( To See Appendix B ) to find out why it should be so . I intended to get more detailed. More exact opinions from all the students through the questionnaire. And I tried to make it as scientific and effective as possible . At first I asked six students who were of different English levels to the items . After that I wrote questionnaire on the blackboard .My students copied and finished it .All of them 40 students returned their questionnaires which were left anonymous. When all these data came in . I made some statistical evaluation .The results showed that about 75% of the students understood the teachers’ explanations, but played little attention to the errors, so forgot them later and made the same errors again .At the same time, about 70% students thought the best way to correct the errors is that the teacher only points out the wrong, the students correct by themselves .But about 55% of the students tended to pay much more attention to the marks they got than the errors corrected when their exercise books are

    given back. Therefore I thought the students were clear about the importance and necessary of error-correction, but they might run up against difficulties that they could not over come, so they lost their confidence and consciousness.

2.2.5 Brainstorming activation

    When I was engaged in the problem analysis, I consulted my thesis supervisor Miss Yao Shuhong and often talked to my classmates about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully After a lengthy problem analysis, I determine to launch a project to overcome this problem

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2.3 Project objective

    To reduce the students to make the same errors

2.4 Project hypothesis:

    It is hypothesized that learners’ same errors can be reduced by varied error-correction

    techniques.

2.5 Project rational

2.5.1 The role of peer check

    Peer correction offers a way out in case the student cannot discover or self-correct her or his mistake The teacher can then ask others in the class for assistance? Another students will then give the correct answer. Once the classmate has given the correct answer, the teacher will ask the student who made the mistake to repeat the correct form. In this way the teacher reinforces the learning of the correct form. The advantages of the method are many .In the first place, both the student who made the mistake and the students who corrects it are actively involved in the learning process. Moreover, the students who corrects it are actively involved in the learning process. Moreover, the students get the feeling that they can learn from each other. This then also trains them for more teacher-independent learning in group or pair work. Finally, peer correction gives the teacher a clearer picture of the level of more than one students ability.

2.5.2 Teacher check after correction needed.

    What happens if the teacher feels a mistake should be corrected, but if the student who made a mistake can not correct it, and if at the same time no other student seems to be able to correct the mistake. In that case teacher correction seems to be the only possible way out. It is essential that we understand that teacher correction does NOT` mean that the teacher

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