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1、ExploratoryPracticeofSupportiveErrorCorrectioninInteractiveEFLClassroom-英语论文ExploratoryPracticeofSupportiveErrorCorrectioninInteractiveEFLClassroom【Abstract】Errorcorrectionnotonlyinvolveslearners’linguisticcompetence,butalsotheiraffect,whichplaysacrucialpartinlanguageacqu
2、isition.Basedonpsycholinguisticinteractionisttheoryandsocialinteractionisttheory,thepresentresearchaimstoexplorethestrategiesforsupportiveerrorcorrectionincollegeEFLclassroom,whichhelpthestudents’languagelearningbycorrectingtheirerrorsandprovidingpositivesupporttostudents
3、’affectaswell.【KeyWords】classroominteraction;errorcorrection;affect1.IntroductionResearchonclassroomSLAshowsthatteacher-studentinteractioncreatesoptimumenvironmentstoactonlearners’internalmechanismsandthereforefacilitatesL2learning(Long,1996；Swain,1995).Feedback,asanimpor
4、tantpartofclassroominteraction,isprovidedbytheteachertomakeevaluationsofandgivecommentsonstudents’performance.Thepresentpaperfocusesonerrorcorrection,whichspecificallyreferstoteachers’feedbacktostudents’errors.Researchhasdemonstratedthaterrorcorrectionisaquitecomplicatedi
5、ssue.Ontheonehand,itworksforlanguagelearningbytheassumptionofcallinglearners’attentiontothedifferencesbetweentheirinterlanguageandtargetlanguage,butontheotherhand,thefrequenterrorcorrectionbytheteachermaycreateasenseoffailureandfrustrationamongstudents.Tobreakthroughthisd
6、ilemma,thepresentresearchattemptstoexplorethestrategiesforsupportiveerrorcorrection,whichhelpthestudents’learningbycorrectingtheirerrorsandprovidingpositivesupporttostudents’affectaswell.Theresearchisbasedontworelatedbutdifferenttypesofinteractionisttheories:Psycholinguis
7、ticinteractionisttheory,whichexplainstherelationshipbetweenerrorcorrectionandlanguageacquisition;andsocialinteractionisttheory,whichfocusesonerrorcorrectionandthelearners’affect.2.Theories2.1PsycholinguisticinteractionisttheoriesOneofthemostinfluentialhypothesesconcernedw
8、iththerelationshipbetweeninteractionandlearners’linguisticneedsisLong’sInteractionHypothesis(IH)
