Teachers' Attitudes Towards English Language Learners' errors with particular Reference to Grade Eleven
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Date
1995-06
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Addis Ababa University
Abstract
This study investigated the current attitudes of EFL
teachers toward English language learners' errors. Fifty
teachers selected from twelve government senior secondary
schools in Addis Ababa participated in the study.
In order to gather the data, opinionnaires and written
questionnaires drawn from students' written works were given
to teachers. Classroom observation, based on Chaudron
(1977) model of descriptive discourse were made on sample
teachers to examine their treatment behaviours.
The subjects responses were coded and mean scores were
computed for individual items. The Pearson product moment
correlation and multiple regression were computed. The
statistical tests showed that there was significant inverse
relationship between attitude and severity of scoring. The
conclusion drawn was that Ethiopian EFL teachers' attitude
toward learners' errors when seen in practice looked
negative. However, there seems to be a disparity between
their theoretical conception of error and the actual
classroom practice. Their actual treatment of errors seems
to be influenced by factors which can be described as nonpedagogic.
It is suggested that, perhaps, it will be better if
teachers develop somehow tolerance toward learners' -errors
by reacting leniently to students' in correct responses
Description
Keywords
Towards English Language Learners