Above all, the attitude of pre- and in-service teachers to CF exhibits a balancedsituation in that they hold a positive attitude to some aspects whereas a negative attitudeto other aspects. In terms of necessity of CF, most of the pre- and in-service teachersreveal a positive attitude, believing it’s necessary to correct students’ errors. However,they don’t think it’s appropriate to correct all errors, with a major consideration ofprotecting students’ self-esteem. Regarding types of errors, most pre- and in-serviceteachers believe that phonetic, pragmatic and communicative errors deserve correction themost. As for timing of CF, both pre- and in-service teachers believe it’s most appropriateto correct errors after students’ utterances or after the current activity in order to ensurefluency. As to subjects of CF, most pre- and in-service teachers favor student’self-correction/ peer correction the most though they value teacher correction. Withrespect to the methods of CF, both pre- and in-service teachers believe that they will adoptdifferent methods of CF into teaching. They regard recast, repetition and elicitation as themost effective for these three are conductive to students’ autonomous learning.Concerning ‘factors taken into account when giving CF’, both groups of teachersemphasize more on students’ character and English proficiency. Among the sources ofcognition on CF in this study, teaching practice is shown to be the most primary one.
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