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Investigating Error Correction in Chinese Language Learning through the Perspectives of Teachers and Students
The topic of this study is “Investigating error correction in Chinese language learning through the perspectives of teachers and students,” and it aims to make a thorough exploration of the various perspectives of teachers and students of the Chinese language. In order to increase the comparability of student and teacher perspectives, the primary research method used is qualitative research’s structured interviews. The interviews take Hendrickson’s five fundamental questions for error correction as their basic framework. Five areas are studied: (1) fundamental attitudes regarding error correction; (2) correction timing; (3) the corrector; (4) strategies for correction; and (5) teacher reinforcement. The interview subjects are students and teachers of Chinese as a second language and the content of interviews is used to analyze teachers’ and students’ underlying beliefs regarding error correction. In addition, statistical analysis is used to map attitudes in each area. The results of this study find that: (1) Both teachers and students believe error correction of beginner and intermediate students should be carried out differently. (2) Regarding the corrector, 50% of students are unable to accept peer correction, and teachers should provide appropriate encouragement. (3) Correction timing should vary depending on the type of classroom activity. (4) In terms of correction strategy and reinforcement techniques, teachers and students hold different orders of preference for error correction of pronunciation, grammar and vocabulary. Finally, two suggestions are made: Firstly, theory and training on error correction should receive sufficient attention. Secondly, the concept of an “error correction toolbox” should be established, providing teachers with an array of strategies to serve the needs of different situations.
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