【正文】 s are excessive. On one hand, the heavy corrector creates a tense teacherfocused atmosphere which blocks the students? creativity by paying more attention to accuracy rather than fluency, imagination, independent thinking. Students tend to be cautious all the time and learn to e up with fixed phrases. This results in their inability to make new interesting sentences. Tension which is widespread in the classroom of the heavy corrector also impedes students from free thinking and efficient learning. The results of noncorrector are no mistakes and on progress when making learning steps . Moreover, students who are corrected all the time soon get bored with it, especially if they are trying to express themselves. Therefore, the heavy correcting teacher causes student problems. Up to mow, the internal struggle on the part of the teacher is often present as well: often teachers do not want to overcorrect, but they feel that is their responsibility. The most obvious point is that teachers end up correcting right to right, or even right to wrong. On the other hand, the noncorrector creates problems focused on teachers themselves. Firstly, such teachers may feel guilty as not doing what must be done. In addition to this, the noncorrecting teachers may often receive a number of plaints from school authorities, parents, and students themselves. School authorities and parents are especially dissatisfied when the teacher is preparing the 綿陽師范學(xué)院 2020屆本科畢業(yè)論文（設(shè)計） 6 students for an examination, because examinations are generally accuracybased. Students themselves want to know their mistakes and improve. Students rarely plain openly about being corrected too much. On the contrary, the majority of students want to be corrected as they consider it to be helpful as well as useful. Moreover, it is the traditional view of what a language teacher does. One more problem of a noncorrector is their deteriorating image as students tend to think of such teachers as lazy, irresponsible or inpetent. Finally, students “l(fā)earn” mistakes from each other if they are not corrected and, consequently, do not make progress as they do not know what is right and what is wrong. Cultural Difference Chinese students may make municative mistakes when municating with local English speakers, because they don?t know the culture difference between English speaking countries and China. Because of the culture difference, some mon things in one culture are regarded as rude behavior or taboo in the other culture. Students can speak one sentence which is totally correct both in grammatical structure and the usage of words, but it can not be appropriate in municative situations. This often happens around us. For example, if you ask an English friend, “How old are you?, or where do you work?”, you will notice that he may feel negative or he is not willing to answer your questions. In his opinion, this way of asking is very impolite, because it is related to his privacy. Here is one more example. Miss Huang asked an American woman named Lisa to take photos for her friends and her. After Miss Huang told Lisa how to use her iPhone, Lisa checked the iPhone and said, “Shall I just press this part?”. “Of course”, Miss Huang answered. Lisa got angry with her after that, but Miss Huang didn?t notice that. The example above is a pragmatic failure. With the ignorance of the context, Miss Huang?s answer, “Of course” shows the reproach of voice, which means that the Lisa is too stupid to ask such obvious question. That?s why Lisa got angry at that time. Overuse of Filling Language When Chinese students municate with others in English, they will frequently use the filling language, such as, “OK, you know, I think, you see, right” in their oral English. Let?s take the word “OK” as an example. In the same context, Chinese students and local speakers tend to make different preference. Chinese students tend to use “OK”, while local speakers tend to use “well” or other filling language. For example: A: What kind of clothes do you like best? B: I guess, I don?t like suits. A: Are you listening to my question? Which do you like? 綿陽師范學(xué)院 2020屆本科畢業(yè)論文（設(shè)計） 7 B: Oh, my favorite clothes. OK, I like sports clothes. I feel free and fortable when I am wearing sports clothes and I hate suits. Mm, it makes me.... OK, in all, I like sports. In the context above, B used “OK” three times as filling language. While, most local speakers will use “will” instead of “OK”. Because “well” has the function of delaying the answers. Chinese students tend to use “OK”. On one hand, which is probably that they don?t know the specific function of “well” or other filling language. On the other hand, it is indicated that “OK” has bee a pet phrase among them, which is overused to express some meaning or function which the local language can?t. Internal Factors of Students Themselves When students are in a hurry, tiredness, thinking about something else when learning English, these may cause slips of the tongue. Apart from this, the addition of the factors are tiredness, forgetfulness, emotional state, imagination and creativity. On the whole, it is important for a teacher to bear in mind these factors as errors are only the results of these. It helps to make a decision when and what to correct. If a student makes a plicated error while experimenting within the language or while hypothesisforming, correction may not be appropriate. Otherwise, they may lose the positive attitude towards the language learning. 4. Factors Affecting Error Treatment We have discussed the main types of oral errors and reasons of oral errors made by junior English learners. However, only knowing the errors is not enough, language teachers should treat these errors properly to facilitate students? learning and help them progress toward the tar