In terms of error types, two aspects are emphasized: 1) what kinds of errors areusually corrected; 2) what types of errors are corrected most. Chaudron (1988), uponclassroom observation, finds that errors in speech, content, and vocabulary are correctedmore often by teachers than those errors in pronunciation or grammar. In addition, there issignificant discrepancy between teachers in the frequency of error correction. Allwright &Bailey (1991) point out that not all language errors need to be corrected although errorsthat don’t accord with the rules of the target language in learning process are usually seen.In addition, learners have preference on types of errors, such as pronunciation errorsdespite that they often want all their errors to be corrected. Faqeih (2015) believes thatthere are 3 categories of errors that require correction. The first category refers to errorsthat interfere with communication, which can be classified into global and local errors.The former refers to those interrupting communication and hindering learners’understanding. The latter refers to smaller errors in language that do not affect the originalmeaning, although, Hendrickson (1978) suggests that this kind of errors need to becorrected. The second category errors occur when language learners fail to understand orrespond appropriately to the norms of the target language. The third category is concernedwith errors which frequently appear in learners’ expressions that are thought to be‘unidiomatic’.
Chapter 3 Research Design................................26
3.1 Research Questions..................................... 26
3.2 Research Subjects............................................26
3.3 Research Instruments....................................27
Chapter 4 Results and Discussion.....................................32
4.1 Results of the Questionnaire......................................32
4.1.1 Overall Situation of Pre- and In-service English Teachers’Attitudes to CF....................32
4.1.2 Differences on Pre- and In-service English Teachers’Attitude to CF.....................43
Chapter 5 Conclusion....................................56
5.1 Major Findings and Summary.................................56
5.2 Implications for Teachers’ Training and Development......................................... 58
Chapter 4 Results and Discussion
4.1 Results of the Questionnaire
To answer the first two research questions, questionnaires are conducted toinvestigate pre- and in-service English teachers’ attitudes to CF, in which, their differentattitudes to CF are discussed as well. To get a clear picture of English teachers’ attitudesto CF, descriptive statistics are analyzed in details and the results are elaboratelypresented in the tables below.
4.1.1 Overall Situation of Pre- and In-service English Teachers’Attitudes to CF
Table 4-1 displays seven dimensions of English teachers’ attitudes to CF in seniorhigh schools. As shown above, the mean value of the whole questionnaire for pre-serviceEnglish teachers is 3.53, meanwhile that for in-service English teachers is 3.41, and thestandard deviations are 0.81 and 0.83 respectively.
Chapter 5 Conclusion
5.1 Major Findings of the Present Study
This study tends to investigate and compares pre- and in-service teachers’ attitude toCF of senior high
