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1、Exploratory Practice of Supportive Error【Abstract】Error correction not only involves learners’ linguistic competence, but also their affect, which plays a crucial part in language acquisition. Based on psycholinguistic interactionist theory and social interactionist th
2、eory, the present research aims to explore the strategies for supportive error correction in college EFL classroom, which help the students’ language learning by correcting their errors and providing positive support to students’ affect as well.【Key Words】classroom int
3、eraction;error correction;affect1. Introduction Research on classroom SLA shows that teacher-student interaction creates optimum environments to act on learners’ internal mechanisms and therefore facilitates L2 learning (Long, 1996；Swain, 1995). Feedback, as an importa
4、nt part of classroom interaction, is provided by the teacher to make evaluations of and give comments on students’ performance. The present paper focuses on error correction, which specifically refers to teachers’ feedback to students’ errors. Research has demonstrated
5、 that error correction is a quite complicated issue. On the one hand, it works for language learning by the assumption of calling learners’ attention to the differences between their interlanguage and target language, but on the other hand, the frequent error correctio
6、n by the teacher may create a sense of failure and frustration among students. To break through this dilemma, the present research attempts to explore the strategies for supportive error correction, which help the students’ learning by correcting their errors and provi
7、ding positive support to students’affect as well. The research is based on two related but different types of interactionist theories: Psycholinguistic interactionist theory, which explains the relationship between error correction and language acquisition; and social
8、interactionist theory, which focuses on error correction and the learners’affect. 2. Theories2.1 Psycholinguistic int
