Thạc Sĩ Luận văn thạc sỹ khoa sư phạm - dương thị diễm phúc - learners’ attitudestowards error-related issue

TABLE OF CONTENTS
Page
Declaration .iv
Acknowledgements .v
Table of content vi
List of table and figures viii
Tóm lѭӧc ix
Abstract .x
CHAPTER 1:INTRODUCTION .1
1.1. Rationale 1
1.2. The current study .3
1.3. The report 3
CHAPTER 2: LITERATURE REVIEW .5
2.1. Errors .5
2.1.1 Errors as unaccepted forms of a language 5
2.1.2 Errors as deviations of a language form 5
2.1.3 Errors versus mistakes 6
2.2. Correction 7
2.2.1 Correction & feedback 7
2.2.2 Teacher correction, peer correction & self–correction. .8
2.3. Attitude 9
2.3.1 Attitude .9
2.3.2 Attitudes towards errors 10
2.3.3Attitudes towards correction 12
2.3.4 Learners’ attitudes towards teacher correction, peer correction &
self-correction with teachers’ help 15
2.4. The relationship between language attitudes and second language
acquisition and language success 16
2.5. Summary of the chapter .17
CHAPTER 3: RESEARCH METHODOLOGY .19
3.1. Research questions & hypotheses .19
3.1.1 Research questions 19
3.1.2 Hypotheses 19
3.2. Research design .19
3.3. Participants 20
3.4. Research instruments .20
3.4.1 Questionnaire on participants’ attitudes towards written errors,
correction and teacher correction, peer correction & self correction
with teachers’ help .20
3.4.2 Questions for the interview 22
3.5. Procedures for data collection 23
3.5.1. Administering the questionnaire 23
3.5.2. Administering the interview 24
CHAPTER 4: RESULT . .25
4.1. Participants’ attitudes towards written errors, towards error correction;
and towards teacher correction, peer correction & self correction with
teachers’ help .25
4.1.1 Participants’ attitudes towards written errors .26
4.1.2 Participants’ attitudes towards written error correction 26
4.1.3 Participants’ attitudes towards types of error correction .27
4.2. A case study of insights into participants’ attitudes towards error
correction; and towards teacher correction, peer correction & self
correction with teachers’ help 28
CHAPTER 5: DISCUSSION& CONCLUSION. . .42
5.1. Discussion 42
5.1.1 Theoretical framework of the study .42
5.1.2 Summary of the results 42
5.1.3 Discussion of the results 43
5.2. Conclusion & Implication 47
5.2.1 Conclusion 47
5.2.2 Implications .47
5.3. Limitation of the study .49
5.4. Directions for further research 49
References: 51
Appendices: .56
Appendix 1: Questionnaire .56
Appendix 2: Interview 58
Appendix 3: Adapted & Original questionnaire items .62
Appendix 4: Output 65
ABSTRACT
Results from the studies of Brown (1994); Masgoret & Gardner (2003); Byram (2000);
Ellis (1994); Saracaloglu (2006); and Bidin & Juscoff (2009) indicate that there is a
relationship between learners attitudes and their second language acquisition and
language success. Thus, comprehending learners learning attitudes should be focused in
order to satisfy learners need and pedagogical practices, especially in teaching Writing.
This study aimed to (1) investigate EFL learners' attitudes towards written errors;
towards error correction; and towards teacher correction, peer correction and self-
correction with teachers help; and (2) find out what type of correction learners perceived
as the most favorable and efficient type to improve their writing accuracy and writing
performance. Data were obtained from a questionnaire and a follow-up interview on the
issues above. Participants were 47 English major seniors at a university in Mekong Delta.
The results demonstrated these participants positively regarded written errors as a natural
part of their language learning because errors helped them to improve their knowledge
and their language awareness. They strongly supported error correction for its
effectiveness in enhancing their writing accuracy and writing performance. The majority of
the participants, however, did not expect all errors in their writing to be corrected. This
descriptive study also revealed that participants favored peer and self-correction with
teachers help more than teacher correction for the aspiration of being more autonomous
in learning and involving more in correction process. The study ended with some
pedagogical implications that could be applied in L2 writing classrooms in the
researcher s school context.