【導(dǎo)讀】在如何對待英語口語糾。錯方面,教師應(yīng)該引導(dǎo)學(xué)生正確對待這些英語口語錯誤。錯誤分析的最終目的是。準(zhǔn)、流利的英語。因此如何利用錯誤分析理論幫助學(xué)生更快更準(zhǔn)確地掌握英語是。廣大英語教師的責(zé)任與義務(wù)。恰當(dāng)?shù)臅r機和靈活的運用糾錯策略有助于提高學(xué)生的英語水平。同時本文還針對課堂教。學(xué)中的口語錯誤進(jìn)行了分析,并為教師提出了一系列糾錯策略,提高英語教學(xué)。

　　

【正文】 eat these errors properly to facilitate students? learning and help them progress toward the target language. In order to make full use of students? errors, proper treatment is needed. While in treating students? errors, factors that affect error treatment and techniques of treating them should be paid much attention to and teachers should take the following factors into consideration. Accuracy and Fluency Whether students? errors should be corrected depends on the aim of teaching, accuracy or fluency. The solution to this problem lies in the way people regard the function of language. Methods traditionally used in foreign language instruction and teaching material emphasize manipulative skills of language. The formal elements of all utterance are heavily stressed at the cost of the information to be conveyed. Under this educational setting, learner?s errors are heavily supervised and corrected with the concept that only perfect learning can form correct learning habits. Thus conformity and accuracy of the utterance are the top priorities in English teaching and learning. Further it is overwhelmingly believed that the primary goal of language learning is 綿陽師范學(xué)院 2020屆本科畢業(yè)論文（設(shè)計） 8 conformity and accuracy of linguistic items. Thus teachers tend to correct all errors mitted by the learners. The fact is, however, that if teachers and students pay much attention to correctness and accuracy of language, we do not seem to use a language at a11. Instead of focusing on the forms of language, teachers should not interrupt students? municative motivation as frequently as possible. Since students age actively exploring and experiencing with language. What is important in the munication activity is the wellconveyed idea and content, not the wellformed structures. As long as the prehensibility of the language is not affected. Overt correction of students? errors is not advisable for frequent intervention of students munication may undermine both students? risktaking adventure of language learning and further municative intentions. Be aware of the fact that learning a language means more than learning lots of bits of linguistic forms, and the efficient way, and perhaps the only way to learn to municate in a language is actually to municate in that language. However, it is necessary to make some points to eliminate misunderstanding related to the concept of accuracy and fluency. Firstly, emphasis on correct production of English and especially grammatical correctness is not inpatible with the encouragement of the spontaneous munication of ideas in English. Secondly, learning to speak correct English grammatical forms does not imply monotonous drills lacking meaningful munication. Thirdly, it is also important that successful munication depends on a certain level of accuracy, thus the advocacy of fluency and accuracy in munication is not contradictory in itself. Finally, in English teaching occupation, it is generally acknowledged that the teacher?s task is to help students progress through fluency toward accuracy. Affective Concerns with Error Treatment Many teachers feel it is important to maintain control over the learners? behavior in class. Error correction in the classroom is used as a form of disciplinary action. Teachers seem to care little about students? selfesteem, which is concerned with receptivity. Too prompt reaction and too severe error treatment will probably lead the students to make more errors (as a result of frustration and anxiety) or to a climate of stiff nonmunication in the classroom. Good classroom management creates a learning environment in which effective teaching and learning occur while poor classroom management often damages the students? desire for learning and spoils the teacher?s passion for teaching no matter how well he has prepared for the class. Classroom management certainly involves discipline, control and punishment to a great extent. Teacher? s being overcritical of students? errors is one of the major sources of anxieties that is capable of hindering learning and makes the learners reluctant to participate in classroom activities. Therefore, it is very important that 綿陽師范學(xué)院 2020屆本科畢業(yè)論文（設(shè)計） 9 teachers try to create a relaxing atmosphere in the classroom. There are a number of general basal rules for teachers to minimize disruptive behaviors： Firstly, set up a friendly relationship with the students. Secondly, cultivate and maintain a high selfesteem of the students. A student with high selfesteem tends to display positive traits such as expectation of achievement, boldness in attempting to municate and all egos strong enough to overe failure and setbacks. These peculiarity all contributes to successful EFL (English as a Foreign Language) learning. Thirdly, give prompt encouragement to the students. Fourthly, have access to every student in the class. If language teachers are able to manage the classroom activities permanently by these general roles, they may find the teaching more effective and the teacherstudent relation more satisfactory and pleasant. 5. Error Correction When errors are mitted, the most important decision regarding error treatment has to be made over and over again: when to correct errors or who to correct errors and how to correct them more effectively. Correction Time When is the best time to correct mistakes? Firstly, if an error occurs during oral grammar or vocabulary practice during the lesson it is best to correct it immediately. On the spot, correction is necessary in order to avoid confusing the other students. Secondly, if mistakes occur during free speaking, the teacher can either note errors on a sheet of paper for later correction during a feedback correction slot after the activity, or use silent correction techniques for immediate correction. It is suggeste