چکیده

Following the rising tide of calls for decreasing class affective factors which are thought to block students’ learning, this study aims to investigate 3 different types of error correction in order to figure out which type is more effective than the others for eradicating students’ intonation errors and affective factors of their learning as well. Referring to the different techniques to be used at the moment of providing correction, Spratt, Pulverness & Williams (2005:153) state that in the classroom, we use a blend of teacher correction, peer correction and self-correction. For this reason, the present study examined the effectiveness of 3 aforementioned types of error correction that teachers could apply in the class. To reach this aim, 81 male high school students; 52 of whom are bilingual, all aged 16, were selected randomly in order to participate in this study. The participants were divided into three different groups, namely TC (teacher correction) group, PC (peer correction) group and SC (self-correction) group. To get more in-depth information about the students’ feelings, the researcher held an interview with 30 of them whom were also selected randomly. Analysis of the results indicated that students’ initiated correction (in two groups PC group and SC group) could help them better than the direct correction by the teacher (TC group) and most of the students believed that while the authority of the teacher can be threatening to them, self and peer correction types sound more friendly and helped them retain and recall their corrected forms.

کليدواژه ها

Error correction- teacher corrected- peer corrected- errors

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Mansooreh Amiri , 1398 , Spare your students’ blushes: The Impact of Different Error Corrections on Intonation Errors , اولين کنفرانس بين المللي مطالعات زبان انگليسي