论中学生英语口语错误的分析和纠正策略英文版及ca6140车床主轴修理课程设计

本科生毕业论文（设计）题目OnMiddleSchoolStudents’OralEnglishErrorsandCorrectingStrategies专业英语（师范英语）院系外国语学院学号姓名Ruby指导老师答辩时间论文工作时间：论中学生英语口语错误的分析和纠正策略学生姓名：指导教师：摘要：语言错误在英语学习的过程中是很正常的现象。在如何对待英语口语纠错方面,教师应该引导学生正确对待这些英语口语错误。错误分析的最终目的是对错误进行分类与解释,但教师的教学目的并不仅仅是解释学生的错误或对其分类,而是要把错误分析的结果应用于教学,帮助学生少犯错误,使其能说一口标准、流利的英语。因此如何利用错误分析理论帮助学生更快更准确地掌握英语是广大英语教师的责任与义务。在英语课堂上,教师有必要对学生进行口语纠错,恰当的时机和灵活的运用纠错策略有助于提高学生的英语水平。本文通过对学习者在英语口语中所犯错误的原因分析,提出了纠错建议。同时本文还针对课堂教学中的口语错误进行了分析,并为教师提出了一系列纠错策略,提高英语教学。关键词:口语错误；错误分析；纠正策略OnMiddleSchoolStudents’OralEnglishErrorsandCorrectingStrategiesUndergraduate:RubySupervisor:LiaoJuhongAbstract:ItisnormalthattherearesomelanguageerrorsintheprocessofEnglishlearning.WhenfacingtheproblemofhowtodealwithoralEnglisherrors,teachersshouldguidestudentstotreatoralEnglisherrorscorrectly.Theaimoferroranalysisistoclassifyandexplainerrors.Thetargetofteachingisnotonlytoexplainstudents’errors,buttoapplytheresultsoferroranalysistoteachingandhelpstudentsreduceerrorsandreachaccuracyandfluency.ThusitistheresponsibilityandobligationofteacherstohelpstudentsgraspEnglishmorequicklyandaccuratelythrougherroranalysis.InEnglishclasses,itisnecessaryforteacherstouseeffectivestrategiesflexiblyinpropertimetocorrectstudents’oralEnglisherrors.ThisarticlehasanalyzedthereasonswhyChinesestudentsmakeoralerrors,andgiveserrorcorrectionadvice.Atthesametime,thisarticlealsohasanalyzedoralerrorsinclassroomteaching,andputsforwardaseriesofcorrectionforteacherstopromotetheforeignlanguageteaching.KeyWords:oralerrors;erroranalysis;correctionstrategiesContentsTOC1.Introduction 12.ReasonsofErrorAnalysis 13.ErrorTypesandCauses 23.1ErrorTypes 23.1.1ErrorsCausedbyMotherTongueInterference 23.1.2ErrorsCausedbytheProcessofLanguageLearning 33.1.3ErrorsCausedbyInducedFactors 33.1.4ErrorsCausedbyCommunicationStrategies 43.2CausesofErrors 43.2.1TheInfluenceofMotherTongue 43.2.2InappropriateTeachingMethods 53.2.4OveruseofFillingLanguage 63.2.5InternalFactorsofStudentsThemselves 74.FactorsAffectingErrorTreatment 74.1AccuracyandFluency 74.2AffectiveConcernswithErrorTreatment 85.ErrorCorrection 95.1CorrectionTime 95.2PersonsofErrorCorrection 95.3TheStrategyofErrorCorrection 105.3.1CorrectionbyStudentsThemselveswithTeachers’Help 105.3.2CorrectionbyClassmates 116.Conclusion 11Bibliography 12Acknowledgements 13PAGE38第1页共17页PAGE151.IntroductionInthetwenty-firstcentury,anewunderstandingoflanguageerrorsbecomesanimportantachievementinthefieldofforeignlanguageacquisition.Learningalanguagehastoundergoalongprocess.Inthisprocess,languagelearnersareusingatransitionallanguage.Thistransitionallanguageisnotlikeourmothertonguebutalanguagewhichisalwayschanging.Itmaycontainmanylanguageerrorsinit.Theselanguageerrorsarethesigntoimprovetheprocessoflanguagelearning.Itcanprovideteacherswithaveryusefulfeedbackandhelpthemtounderstandwhatstagetheirstudentsarelearning.Thatistosaylanguageerrorsaretheindispensablepartoflanguagelearning.Ifstudentsmaketheseerrors,itisnotduetoteachersnortextbooksnorthemselvesdirectly.Itisjustanaturalandnecessaryphenomenonintheprocessoflanguagelearning.Errorisduetoinformallearningthatistosaythestudents’brainhasstoredsomeinformationofwronglanguage.Sometimeslearnersmakeoralerrorsbecausethewronginformationintheirbrains.Errorsinspokenlanguagelearningareubiquitousandinevitable.Ifweknowthedeepunderstandingoftheselanguageerrors,itwillbeusefulforEnglishlearning.Thefirstisthatitcangiveteacherstheinformationabouttheirstudents’Englishlearning.Thesecondisthatitisavailableforresearcherstomasterthelanguage.Thethirdisthatitactsasthetoolforlearnerstofindtargetlanguagerules.Thusshowsthaterroranalysisofspokenlanguageisextremelyimportant.2.ReasonsofErrorAnalysisTheadoptionoferroranalysisisclassifiedintothreeparts:toresearchers,tolanguageteachers,andtolearnersthemselves.Whileanalysisoflearner’serrorsprovidesinsightsintothenatureoflanguage,especiallyintotheinnatenatureofthelearner’ssystem,theyprovideevenmoreinsightsintotheprocessoflanguageteachingandlearning.Assuch,specificconclusionmayusuallybedrawnfromtheresultsoftheanalysisregardinghowasecondorforeignlanguagecanbemoreeffectivelytaughtandlearned,orhowexistingmethodsofteachingandlearningcanbeimproved.Indecidingwhatshouldbethelinguisticinputtolanguageteachingmaterials,weshouldcertainlyexamineandexploreanexplanationfortheerrorsthataretypicallymadebydifferentgroupsoflearners.Fromwhichwehaveseenitisclearthattheexplanationwillprovetobepartlycontrastiveandpartlynon-contrastivebetweenfirstlanguageandsecondlanguage.Thefactthaterrormaybecausedbycontrastivedifferencesandbythestructureofthetargetlanguageitselfmeansthatitisimpossibletobasethecontentoflanguageteachingentirelyontheresultsofcontrast.Evenifitwerepossibletomakewhollyaccuratepredictionsofcontrastivedifficulties,weshouldnotpredictallthedifficultiesthatalearnerfaces.Thestructureofthesecondlanguageitselfhastoprovidemuchofthecontentoflanguageteaching.Itcannotbeassumedthatnon-contrastiveaspectsoflanguagewilllookafterthemselves.ThisprobablyaccountsforthefactthatanyonewhohastaughtEnglishtostudentsfromdifferinglanguagebackgroundshasfoundthattherearemanyaspectsofthestructureofEnglishwhichareuniversallydifficultforlearnersofEnglishasasecondlanguage.Therefore,errorsarealsousefulinassertingteachingmethod.Thecareer-orientedmotivationofthepopulationofsubjectsbeinginvestigatedisdifferentfromthatofanyotherpopulationofEnglishmajorsontheothercampuses.Assuch,bettercommandofwrittenEnglishappearsmoreimportanttothemthantootherEnglishmajorsontheothercollegecampuseswhomayormaynotenterintotheTEFL(teachingEnglishasaforeignlanguage)profession.3.ErrorTypesandCausesInthissection,thispaperwillanalyzedifferenttypesoferrors.Inall,students’oralerrorsarecausedbymothertongueinterference,theprocessoflanguagelearning,communicationstrategiesandinducedfactors.Thereasonsofstudents’oralerrorsareclassifiedintofiveaspectsaccordingtothetypesoferrors:theinfluenceofmothertongue,inappropriateteachingmethods,overuseoffillinglanguageandstudents’internalfactors.3.1ErrorTypesMiddleschoolstudents’oralerrorsaredividedintofourtypeswhicharecausedeitherbystudents’internalpersonalitiesorbytheinducedsurroundings.Theiroralerrorsareunavoidable.While,afterwehavelearnedthetypesoferrors,wecanfindappropriatestrategiesaccordingtoerrortypesandhelpthemcorrectthoseerrors.3.1.1ErrorsCausedbyMotherTongueInterferenceThefirstsourceoferrorsismothertongueinterference.Itmainlyreferstothelearner’sfirstlanguageerrorsproducedbyinterferenceformationacquisition.ChinesestudentsareinfluencedbytheirmothertonguewhenlearningEnglish.Asfarasmothertongueinterferenceisconcerned,thereisakindofmistakesthatlearnerssometimesmakewhentheyusetheirpreviousmothertongueknowledgeasameansofexpressingtheirideas.ForChineselearnersofEnglish,thetypicalinstancetransferredfromourmothertonguearetheuseof“because...so...”AlthoughitiscorrecttousethesetwoconjunctivestogetherincombiningsentencesinChinese,itiswrongtodosoinEnglish.Andthisissimilarwith“although...but...”Anotherexampleofmothertongueinterferenceisthatweoftensay“he”whilewereallymean“she”.Thecauseisthis:thetwoChinesecharactersarespelleddifferentlywhiletheirpronunciationsarethesame.Thismayresultinmistakesfromwhichevensomelearnerscannotgetaway.3.1.2ErrorsCausedbytheProcessofLanguageLearningOnthecontrary,thesecondsourceoferrorsisproducedbytheprocesswhenlearnersarelearningthetargetlanguage.ChinesestudentsmayhavethiskindoferrorswhenlearningEnglishgrammarrulesorotheraspectsofEnglishlearning.Inall,therearetwospecifiedtypes.Thefirstoneisover-generalization.Over-generalizationrefersthatEnglishlearnerstrytoexpressnewconceptionwiththeknowledgetheyhavelearned.Thatistosay,theyhavemasteredtherulesofthelanguage,butinfact,theydonnotunderstandthem.Hereisanexample:havinglearnedaruleforformingplurals,astudentmayproduce“Ihavemorethantwentytooths”,inwhichtheattempt“tooths”isoneoftheexceptionstotheruleandshouldbespelledas‘teeth’.Similarerrorslike“runed”and“taked”occurfromtimetotime.Thereisanotherexample,“Hemaydances”.Learnersknow“Hesmiles;Heruns,etc”,sotheyputa“s”after“dance”withoutthinkingabouttheusageoftheverb“may”,thustheymakeerrorsofover-generalization.Thesecondoneisignoranceofrulerestriction.Ignoranceofrulerestrictionrefersthatlearnersdonotobeytothespecialrestrictionsofsomelanguagestructureandmakewrongsentences.Forexample:“Ihelpedhimtodoit”.Inthissentence,learnersignoredthespecialusageof“help”,theyput“to”after“help”andmadeawrongsentence.3.1.3ErrorsCausedbyInducedFactorsThethirdsourceoferrorsisinducedfactors,whichiscalledinducederrors.Theword“Inducederrors”refersthatmoreoflearners’languageerrorscomefromclassroomteaching.Thisisbecauseofteachers’inappropriatewaysofteachingthedefinition,analysisandexamplesoflanguage,orinappropriatearrangementofteachingactivities.Therearetwotypesofinducederrorsthatcontributetostudents’oralerrors.Thefirstpartofinducederrorsisformtextbooks.Inthesentencebelow,agirlisaskinghermotherforadvicethatwhatbirthdaypresentsheshouldbuyforherfriendRuby.Mother:Isuggestyoubuyheralovelyrabbit.Daughter:Oh,thatisagoodideamother!That’swhatI’mgoingtogiveRuby.“I’mgoingto”expressesthathehasalreadyknowwhattobuybeforeaskinghismother,thisdoesnotaccordwiththemeaningoftheconversation.Intheconversation,“rabbit”ischosentobeapresentisasuddendecision,soweshoulduse“will”insteadofit.Thesecondpartofinducederrorsisfromteachers.InChina,oneofthemostfrequentwaysforteacherstoexplainwordsisparaphrasinginEnglishteachingclass.Forexample:whenteachersareexplainingtheword“marked”inphase“markedprogress”,theymayuse“big,large,great”toexplaintoletstudentsunderstanditeasily.Theyseldommentionthecorrectwordscollocation,soweoftenhear“bigburden,largeharm,etc”instudents’oralEnglishwithidiomaticwrongcollocation.Locallearnerstendtoexpresslike“heavyburden,greatharm”.Thethirdpartofinducederroristeachers’tongueslip.Whenteaching,teachersoftenmakesomesentencesthatdonotobeytogrammarrulesbecauseoftheirownlanguagecapacityconstraints.3.1.4ErrorsCausedbyCommunicationStrategiesTheforthsourceoferrorsiscommunicationstrategies.Whentheyareengagedincommunication,juniorlearnersofEnglishmightoftenhavecommunicativeintentionsthattheyfinddifficultinexpressingameaningforwhichtheircompetencecontainsnoappropriateitemsorrulesatall.Ifalearnerisabletoanticipatesuchaproblem,hemaybeabletoforestallitbyavoidingcommunicationormodifyingwhatheintendedtosay.Iftheproblemariseswhilethelearnerisalreadyengagedinspeaking,hemusttrytofindanalternativewayforpassingthemeaningacross.Inordertogetthewantedmeaningacross,theyarecompelledtobridgethecommuni-cationbyresolingtomatchinglanguageitems,whichturnsouttobeinappropriate,orpragmaticallyunfit,totheimmediatesituation.Consequently,acommunicationbreakdownisoftenthecase.Thelearnerhasmemorizedcertainphrasesorsentenceswithoutlearningtheinternalizedknowledgeofthecomponentsofthephrases.Forexample,“Idon’tcareyou’’,“Howoftendoyouwashyourclothes?”,”Whereisthepostoffice?”and“Idon’tspeakJapanese.”agethesortsofprefabricatedpatternsthatonesometimeslearnsatthebeginningofalanguagelearningexperiencewhenthestructureoflanguageisnotknown.Suchphrasesarememorizedbyrotetofittheirappropriatecontext.Butintheprocessofmemorizing,oneortwocomponentsmayhememorizedwrongly,whichresultsinerrors.Forexample,“Howoftendoyouwashyourclothes?”mayhememorizedas“Howoftendoyouwashesyourclothes?”and”Couldyoutellmewherethepostofficeis?”as“Couldyoutellmewhereisthepostoffice?”Theerrorsareduelargelytotherotenatureoftheitems,buttheirroteisafactorofalackofknowledgeofthestructuralrulesforformingtheparticularutterance.3.2CausesofErrorsAsthetypesoferrorsabovesuggestthatstudents’oralerrorswerecausedbythewrongconceptionsintheirbrain.Thesewronglanguageconceptionsarecausedbythefactorsbelow.3.2.1TheInfluenceofMotherTongueManyteachersbelievethatstudents’oralerrorswerecausedbytheirmothertongue.Mothertonguemayinterferestudents’acquisitionofforeignlanguage.Therearetwotypesofinterference:speechinterferenceandsemanticinterference.Besides,semanticinterferenceismoreobvious,suchasChinglishwhichisbelongtothistypeofinterference.Forexample:”Pleaseopenthewindow”.Inthissentence,wemayuse“unlock”toexpressopen,buttherearemanywaysofexpressingtheword“open”inChinese,suchasopenthefridge,unlockthelock,drivethetaxi,haveameetingandsoon.Chinesestudentstendtouseoneverbtoexpressmanyconceptionswhentheyaretalkingabouttheword“open”inEnglishsentences.3.2.2InappropriateTeachingMethodsInappropriatewaysofteachingorinappropriatechoiceoftextbooksmaycauseinducederrors.Forexample,ifteachersdidn’texplainthelanguagephenomenaclearly,whichcausestudentsgotafuzzyunderstandingofit.Onthecontrary,ifthelanguagephenomenonisoveremphasized,studentsmayconsideritasaformularyandoveruseitinimpropersituations.Thenteacher’sreactionstooralerrorsareexplainedindetail.Firstofall,thewaythatteachersreacttoamistakeissignificant.Notonlywhatteacherssay,butalsothewaytheylook,ormove,thetoneoftheirvoiceareimportant.Ifstudentsarecriticizedfortrying,theywillstopit.Teachersaredividedintotwomajorgroupswhoduetotheextentoftheircorrection:theheavycorrectorandthenon-correctors.Bothsidesofthecorrectorsareexcessive.Ononehand,theheavycorrectorcreatesatenseteacher-focusedatmospherewhichblocksthestudents’creativitybypayingmoreattentiontoaccuracyratherthanfluency,imagination,independentthinking.Studentstendtobecautiousallthetimeandlearntocomeupwithfixedphrases.Thisresultsintheirinabilitytomakenewinterestingsentences.Tensionwhichiswidespreadintheclassroomoftheheavycorrectoralsoimpedesstudentsfromfreethinkingandefficientlearning.Theresultsofnon-correctorarenomistakesandonprogresswhenmakinglearningsteps.Moreover,studentswhoarecorrectedallthetimesoongetboredwithit,especiallyiftheyaretryingtoexpressthemselves.Therefore,theheavycorrectingteachercausesstudentproblems.Uptomow,theinternalstruggleonthepartoftheteacherisoftenpresentaswell:oftenteachersdonotwanttoovercorrect,buttheyfeelthatistheirresponsibility.Themostobviouspointisthatteachersendupcorrectingrighttoright,orevenrighttowrong.Ontheotherhand,thenon-correctorcreatesproblemsfocusedonteachersthemselves.Firstly,suchteachersmayfeelguiltyasnotdoingwhatmustbedone.Inadditiontothis,thenon-correctingteachersmayoftenreceiveanumberofcomplaintsfromschoolauthorities,parents,andstudentsthemselves.Schoolauthoritiesandparentsareespeciallydissatisfiedwhentheteacherispreparingthestudentsforanexamination,becauseexaminationsaregenerallyaccuracy-based.Studentsthemselveswanttoknowtheirmistakesandimprove.Studentsrarelycomplainopenlyaboutbeingcorrectedtoomuch.Onthecontrary,themajorityofstudentswanttobecorrectedastheyconsiderittobehelpfulaswellasuseful.Moreover,itisthetraditionalviewofwhatalanguageteacherdoes.Onemoreproblemofanon-correctoristheirdeterioratingimageasstudentstendtothinkofsuchteachersaslazy,irresponsibleorincompetent.Finally,students“learn”mistakesfromeachotheriftheyarenotcorrectedand,consequently,donotmakeprogressastheydonotknowwhatisrightandwhatiswrong.

3.2.3CulturalDifferenceChinesestudentsmaymakecommunicativemistakeswhencommunicatingwithlocalEnglishspeakers,becausetheydon’tknowtheculturedifferencebetweenEnglishspeakingcountriesandChina.Becauseoftheculturedifference,somecommonthingsinonecultureareregardedasrudebehaviorortaboointheotherculture.Studentscanspeakonesentencewhichistotallycorrectbothingrammaticalstructureandtheusageofwords,butitcannotbeappropriateincommunicativesituations.Thisoftenhappensaroundus.Forexample,ifyouaskanEnglishfriend,“Howoldareyou?,orwheredoyouwork?”,youwillnoticethathemayfeelnegativeorheisnotwillingtoansweryourquestions.Inhisopinion,thiswayofaskingisveryimpolite,becauseitisrelatedtohisprivacy.Hereisonemoreexample.MissHuangaskedanAmericanwomannamedLisatotakephotosforherfriendsandher.AfterMissHuangtoldLisahowtouseheriPhone,LisacheckedtheiPhoneandsaid,“ShallIjustpressthispart?”.“Ofcourse”,MissHuanganswered.Lisagotangrywithherafterthat,butMissHuangdidn’tnoticethat.Theexampleaboveisapragmaticfailure.Withtheignoranceofthecontext,MissHuang’sanswer,“Ofcourse”showsthereproachofvoice,whichmeansthattheLisaistoostupidtoasksuchobviousquestion.That’swhyLisagotangryatthattime.3.2.4OveruseofFillingLanguageWhenChinesestudentscommunicatewithothersinEnglish,theywillfrequentlyusethefillinglanguage,suchas,“OK,youknow,Ithink,yousee,right”intheiroralEnglish.Let’staketheword“OK”asanexample.Inthesamecontext,Chinesestudentsandlocalspeakerstendtomakedifferentpreference.Chinesestudentstendtouse“OK”,whilelocalspeakerstendtouse“well”orotherfillinglanguage.Forexample:A:Whatkindofclothesdoyoulikebest?B:Iguess,Idon’tlikesuits.A:Areyoulisteningtomyquestion?Whichdoyoulike?B:Oh,myfavoriteclothes.OK,Ilikesportsclothes.IfeelfreeandcomfortablewhenIamwearingsportsclothesandIhatesuits.Mm,itmakesmeOK,inall,Ilikesports.Inthecontextabove,Bused“OK”threetimesasfillinglanguage.While,mostlocalspeakerswilluse“will”insteadof“OK”.Because“well”hasthefunctionofdelayingtheanswers.Chinesestudentstendtouse“OK”.Ononehand,whichisprobablythattheydon’tknowthespecificfunctionof“well”orotherfillinglanguage.Ontheotherhand,itisindicatedthat“OK”hasbecomeapetphraseamongthem,whichisoverusedtoexpresssomemeaningorfunctionwhichthelocallanguagecan’t.3.2.5InternalFactorsofStudentsThemselvesWhenstudentsareinahurry,tiredness,thinkingaboutsomethingelsewhenlearningEnglish,thesemaycauseslipsofthetongue.Apartfromthis,theadditionofthefactorsaretiredness,forgetfulness,emotionalstate,imaginationandcreativity.Onthewhole,itisimportantforateachertobearinmindthesefactorsaserrorsareonlytheresultsofthese.Ithelpstomakeadecisionwhenandwhattocorrect.Ifastudentmakesacomplicatederrorwhileexperimentingwithinthelanguageorwhilehypothesis-forming,correctionmaynotbeappropriate.Otherwise,theymaylosethepositiveattitudetowardsthelanguagelearning.4.FactorsAffectingErrorTreatmentWehavediscussedthemaintypesoforalerrorsandreasonsoforalerrorsmadebyjuniorEnglishlearners.However,onlyknowingtheerrorsisnotenough,languageteachersshouldtreattheseerrorsproperlytofacilitatestudents’learningandhelpthemprogresstowardthetargetlanguage.Inordertomakefulluseofstudents’errors,propertreatmentisneeded.Whileintreatingstudents’errors,factorsthataffecterrortreatmentandtechniquesoftreatingthemshouldbepaidmuchattentiontoandteachersshouldtakethefollowingfactorsintoconsideration.4.1AccuracyandFluencyWhetherstudents’errorsshouldbecorrecteddependsontheaimofteaching,accuracyorfluency.Thesolutiontothisproblemliesinthewaypeopleregardthefunctionoflanguage.Methodstraditionallyusedinforeignlanguageinstructionandteachingmaterialemphasizemanipulativeskillsoflanguage.Theformalelementsofallutteranceareheavilystressedatthecostoftheinformationtobeconveyed.Underthiseducationalsetting,learner’serrorsareheavilysupervisedandcorrectedwiththeconceptthatonlyperfectlearningcanformcorrectlearninghabits.ThusconformityandaccuracyoftheutterancearethetopprioritiesinEnglishteachingandlearning.Furtheritisoverwhelminglybelievedthattheprimarygoaloflanguagelearningisconformityandaccuracyoflinguisticitems.Thusteacherstendtocorrectallerrorscommittedbythelearners.Thefactis,however,thatifteachersandstudentspaymuchattentiontocorrectnessandaccuracyoflanguage,wedonotseemtousealanguageata11.Insteadoffocusingontheformsoflanguage,teachersshouldnotinterruptstudents’communicativemotivationasfrequentlyaspossible.Sincestudentsageactivelyexploringandexperiencingwithlanguage.Whatisimportantinthecommunicationactivityisthewell-conveyedideaandcontent,notthewell-formedstructures.Aslongasthecomprehensibilityofthelanguageisnotaffected.Overtcorrectionofstudents’errorsisnotadvisableforfrequentinterventionofstudentscommunicationmayunderminebothstudents’risk-takingadventureoflanguagelearningandfurthercommunicativeintentions.Beawareofthefactthatlearningalanguagemeansmorethanlearninglotsofbitsoflinguisticforms,andtheefficientway,andperhapstheonlywaytolearntocommunicateinalanguageisactuallytocommunicateinthatlanguage.However,itisnecessarytomakesomepointstoeliminatemisunderstandingrelatedtotheconceptofaccuracyandfluency.Firstly,emphasisoncorrectproductionofEnglishandespeciallygrammaticalcorrectnessisnotincompatiblewiththeencouragementofthespontaneouscommunicationofideasinEnglish.Secondly,learningtospeakcorrectEnglishgrammaticalformsdoesnotimplymonotonousdrillslackingmeaningfulcommunication.Thirdly,itisalsoimportantthatsuccessfulcommunicationdependsonacertainlevelofaccuracy,thustheadvocacyoffluencyandaccuracyincommunicationisnotcontradictoryinitself.Finally,inEnglishteachingoccupation,itisgenerallyacknowledgedthattheteacher’staskistohelpstudentsprogressthroughfluencytowardaccuracy.4.2AffectiveConcernswithErrorTreatmentManyteachersfeelitisimportanttomaintaincontroloverthelearners’behaviorinclass.Errorcorrectionintheclassroomisusedasaformofdisciplinaryaction.Teachersseemtocarelittleaboutstudents’self-esteem,whichisconcernedwithreceptivity.Toopromptreactionandtoosevereerrortreatmentwillprobablyleadthestudentstomakemoreerrors(asaresultoffrustrationandanxiety)ortoaclimateofstiffnon-communicationintheclassroom.Goodclassroommanagementcreatesalearningenvironmentinwhicheffectiveteachingandlearningoccurwhilepoorclassroommanagementoftendamagesthestudents’desireforlearningandspoilstheteacher’spassionforteachingnomatterhowwellhehaspreparedfortheclass.Classroommanagementcertainlyinvolvesdiscipline,controlandpunishmenttoagreatextent.Teacher’sbeingover-criticalofstudents’errorsisoneofthemajorsourcesofanxietiesthatiscapableofhinderinglearningandmakesthelearnersreluctanttoparticipateinclassroomactivities.Therefore,itisveryimportantthatteacherstrytocreatearelaxingatmosphereintheclassroom.Thereareanumberofgeneralbasalrulesforteacherstominimizedisruptivebehaviors：Firstly,setupafriendlyrelationshipwiththestudents.Secondly,cultivateandmaintainahighself-esteemofthestudents.Astudentwithhighself-esteemtendstodisplaypositivetraitssuchasexpectationofachievement,boldnessinattemptingtocommunicateandallegosstrongenoughtoovercomefailureandsetbacks.ThesepeculiarityallcontributestosuccessfulEFL(EnglishasaForeignLanguage)learning.Thirdly,givepromptencouragementtothestudents.Fourthly,haveaccesstoeverystudentintheclass.Iflanguageteachersareabletomanagetheclassroomactivitiespermanentlybythesegeneralroles,theymayfindtheteachingmoreeffectiveandtheteacher-studentrelationmoresatisfactoryandpleasant.5.ErrorCorrectionWhenerrorsarecommitted,themostimportantdecisionregardingerrortreatmenthastobemadeoverandoveragain:whentocorrect