Гадаад хэл сурах үеийн алдаа, үүнд хандах багш суралцагчийн хандлага

Abstract

Foreign language education has been developing as an interdisciplinary field of linguistics, education, and psychology and many studies have been done, such as teachers’ and students’ perceptions towards teaching and learning activities, curriculum, teaching and learning materials as well as a teacher development. This study investigated teachers’ and learners’ attitudes towards error correction, including the necessity, frequency, timing, type, method, and delivering agent of error treatment. One hundred sixty adult foreign language students and 25 teachers in three departments at Humanities Division, School of Arts and Sciences, National University of Mongolia participated in the surveys. The student participants’ proficiency levels varied from low intermediate to advanced.
 The results revealed that both the teachers and students agreed that student errors should be treated, but students wanted more correction than their teachers thought. The teachers and students had significantly different opinions about timing, method, and delivering agents of error correction, as well as types of errors that need to be corrected.