Abstract
Grammar correction is a common means of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.
Highlights
Feedback is a crucial section belonging to the second language teaching and learning, which will influence the motivation and linguistic accuracy of learners (Ellis, 2009b)
Learners’ needs of grammar correction can never be ignored and their capacity of comprehending, self-reflecting and applying should not be underrated. 3.1.2 Example of Negative Written Correction When I was in secondary school, the main English writing task used to be guided writing which would provide the students with some freedom of selecting lexical items and structural patterns based on the given writing prompts or suggestions (Khatri, 2015)
This paper introduces grammar correction from the aspects of its basic concepts and controversies
Summary
Feedback is a crucial section belonging to the second language teaching and learning, which will influence the motivation and linguistic accuracy of learners (Ellis, 2009b). During the process of second language acquisition, Chinese learners of English may inevitably make grammar errors or mistakes in their speaking and writing practice.
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