項目實施樣本寫作：Error Correction Design And Learne
A Sample of Students’ Practical Projects
Project Title:
Error Correction Design & Learners' Error-reducing
Investigator
Liu Haiyan
Beijing TV University
Submitted on 20th June 1999
In fulfillment of the course
Practical Project Design
Acknowledgment
1 am mostly grateful to Professor Guide and Miss Xiang, without whose support this
project would not implemented.
I am also grateful to my Custom Thesis，Custom Dissertation，colleagues for their time spent on brainstorming, and Wing
Ling.
No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.
Last but not the least, big thanks to my mother and father, without whose support, I would not have self-confidence to finish this project.
Abstract
It presents a detailed report of the project implemented to solve the problem that I spend a lot of time correcting my students' errors in their writing, some of them always
seem to make them again. It is hypothesized that learners' errors in writing can be reduced by varied error-correction techniques. This hypothesis is verified by a three-week class-
room teaching of varied error-correction techniques.
Among the methods of scientific investigation used are analytic method, cause
analysis, interview and brainstorming.
Main Headings of the Project Report
1. Project objective
2. Project hypothesis
3. Project rationale
4. Correction work design
5. Control and target groups
6. Project implementation
7. Project evaluation
8. Project findings and discussion
References:
Appendix:
A. The timetable of the project
B. The methods of problem analysis
C. Teaching notes
D. Diaries
E. Writing exercises
F. Students' handouts
Problem identification:
First I identify a problem based on my teaching experience. That is: Although I spend a lot of time correcting my students' errors in their writing, some of them always seem to make them again.
I examined my problem scientifically to see whether it is researchable. I discussed and agreed the problem with the tutor. At the same time, I worked out the timetable of my project. ( to see Appendix)
Second I used several methods of problem analysis to analyze the problem. (to see Appendix) They are the analytic method, cause analysis, interview and brain- storming. Through the problem analysis, I came to know that Some of my students tending to make the same errors that I'd corrected before is mainly due to my ineffective error-correction techniques. I have made up my mind to solve the problem.
1. Project objective:
To reduce learners' errors in writing
2. Project hypothesis:#p#分頁標題#e#
It is hypothesized that learners' errors in writing can be reduced by varied error correction techniques.
3. Project rationale
1) The role of peer check
Peer-correction offers a way out in case the student cannot discover or self correct her or his mistake. The teacher can then ask others in the class for assistance.
Another student will then give the correct answer. Once the classmate has given the
correct answer, the teacher will ask the student who made the mistake to repeat the
correct form. In this way the teacher reinforces the learning of the correct form. The
advantages of the method are many. In the first place, both the student who made
the mistake and the student who corrects it are actively involved in the learning
process. Moreover, the students get the feeling that they can learn from each other.
This then also trains them for more teacher-independent learning in group or pair
work. Finally, peer correction gives the teacher a clearer picture of the level of more
than one student's ability.
2) Teacher check after correction needed.
What happens if the teacher feels a mistake should be corrected, but if the stu-
dent who made a mistake can not correct it, and if at the same time no other student
seems to be able to correct the mistake. In that case teacher correction seems to be
the only possible way out. It is essential that we understand that teacher correction
does NOT mean that the teacher immediately gives the correct answer. On the
contrary, the teacher will first give more help. Thus, the student who made the
mistake-or any other student is given a chance to still come up with the correct answer. Once again, when the correct answer is found, or if the teacher has eventually
given the correct answer, it is important that the student who made the mistake or if
necessary, the class as a whole (if nobody knew the answer) repeats the correct form.
3) The treatment of Mistakes (by Michael West)
It is not a teacher's duty to correct mistakes which the children can correct
themselves. If the teacher considers an exercise to be careless he may hand it back to
the child to be corrected by the child himself; or he may ask another child in the
class to correct it, as a demonstration that the work is not the best that can be done
4. Correction work design
I designed an adequate amount of activities (Cover three weeks of teaching) to test
the hypothesis. If error correction exercises are better designed, then the learners' errors in writing will be reduced accordingly.
In my project, I decide to improve my error-correction technique in three ways: I
would first make more detailed and insightful corrections of the students' errors, and
then ask them to rewrite their work, incorporating the corrections; next I would ask
students to check their work in pairs or groups; and lastly, I would pick up some#p#分頁標題#e#
typical errors from the students' writing work, carry out and error-analysis and design
relevant remedial exercises.
I have designed five activities to be tried out in three weeks.
Week 1:
Activity 1
Writing: For use with Junior English for Beijing, Book 6.
Purpose: to practice several small pieces of writing
Instructions: Students listen to the teacher's explanations carefully and then finish
the writing individually.
Procedure: The teacher explains the situations and the steps to do this kind of
writing. After they finish the work, check by themselves and hand in the papers.
For students: You are going to finish several pieces of writing. First, you should
listen to the teacher carefully; then you follow the steps and do the writing work. Finally, you check your writing carefully. Pay more attention to tenses and collocations.
Writing exercises: to see the Appendix.
Error-correction outside class.
Activity 2:
Follow up.
Purpose: To correct students' errors in their writing.
Instruction: Students look at their writing which has already been corrected by the
teacher. The teacher asks them analyze the situation and tell the correct form. Do
some remedial exercises.
For the students: You are going to look at your writing which you have finished
last time. Look at the paper carefully and find the reasons of your errors in your
writing. Then rewrite them.
Week 2:
Activity 3
Purpose: to practice several small pieces of writing
Instructions: Students listen to the teacher's explanations carefully and then finish
the writing individually.
Procedure: The teacher remind the students the steps to do the writing work. Ask
them to change their ideas in small groups of four. After the students finish their work,
check them in pairs. Finally, hand in the paper,
For students: You are going to finish several pieces of writing. First, you should
remember the four steps to do this kind of writing. Then you discuss in groups of four.
You do your work, check your work and finally check in pairs. You can use pencils to
correct the errors.
Writing exercises: to see the Appendix.
Error-correction outside class.
Activity 4:
Purpose: To reduce the students' errors in their writing.
Instructions: Students look at their writing which has already been corrected by
the teacher. The teacher asks them to find out the reasons of their errors. And the
teacher point out the errors in common.. Do some remedial exercises.
For the students: You are going to look at your writing which you have finished
last time. Look at the paper carefully and find the reasons of your errors in your writing,. Finally read the passage loudly.
Week 3:
Activity 5: For use with model test paper.
Purpose: To practice writing and correcting errors.#p#分頁標題#e#
Instructions: Students check their writing in the model test paper. First individu-
ally, the, check in pairs.
For the students: You are going to check the writing work in your model test pa-
pers. First you check by yourselves, then, check in pairs. You can correct the errors in
pencil. Then you'll be asked to write your answer on the blackboard.
5. Control and target group
I set up control and target groups, The implementation of the project takes three
weeks. In each week both groups are required to write several short composition in
accordance with the requirements of the book. However for the target group, the above
three suggested error-correction techniques will be employed in turns to assess their
compositions, while everything remains the same with the control group. After that,
both groups are asked to do a writing task again and I then compare the students performance. The results obtained from the comparison should show whether the students in the target group make fewer errors than the control group. This will show whether the students' errors in writing can be reduced by varied errors-correction techniques.
6. Project implementation
My students are third-year students. They are facing graduation.
It took three weeks for me to implement my project. For each week I am scheduled to do these:
● Teaching notes: To see Appendix C.
● Students' handouts: To see Appendix F.
My students' handouts include: 1) Writing exercises 2) Homework
● Diary-keeping: Students' responses and my own observation. To see Appendix D
I have also bought four folders in four different colors for file keeping purposes.
I want to know if the hypothesis has been proved by the three week use of varied
error-correction techniques with the target group. That is, if my students' errors in
writing reduced or not. I have three sources of data that help me to find it out. All the
details of my project implementation were carefully maintained. They are data collection submitted as part of my project report pack.
1) The previous interview I did with my students for the cause analysis of my
initial problem.
From the interview I know that I should give more practice and emphasizing. I
should speak loudly and write down the important points on the blackboard. I
pay more attention to this kind of problems. And find that the students can go
with me easily. From the post-trial interview, the students say they are quite
satisfied with what I have done for them.
2) Classroom observations I took in my diary.
My students became more active than before. They are willing to correct
their mistakes. They even feel the correction work is very interesting. It is
easy for them to correct their mistakes, and reduce the errors in writing.
3) The comparison of the final writing work between the control and the target#p#分頁標題#e#
group.
Look at the student's writing work and exercises between the control and the
target group. The target group is much better than the control group. They
made fewer mistakes than the control group. They also made fewer mistakes
than before. The comparison between the first model test paper and the second model test paper. The first score rate is 55.6%. The second score rate 72.4%. The last comparison may be compared after the graduation paper. I think it will be more forceful. Let's look and see.
From the above analysis I draw a conclusion learners' errors in writing can be
reduced.
7. Project evaluation
● The problem
Is the problem a researchable one? Yes. If give me the resources, the time and the
expertise I have, I can launch a project to solve the problem.(I can do something to
change the present situation.)
● The methods used in problem analysis
Are the methods used to analyze the problem acceptable, suitable to it and prop-
erly applied? Yes. I used the analytic method, cause analysis, interview and
brainstorming. These are all acceptable methods suitable to my problem. I also
used them properly.
● The project objective
Is the project objective realistic? Yes. Since it is researchable. It is realistic. It can
be achieved. My project objective-to reduce learners' errors in writing---is realistic.
● The project hypothesis
Is the project hypothesis provable? Yes. My hypothesis--learners' errors in writing can
be reduced by varied error-correction techniques--is provable. I have found that
my students' errors in writing has indeed been reduced after I used varied error correction techniques.
● The project rationale
Does the project have a sound basis? Yes. My project was based on the
theoretical assumptions which are valid and sound.
● The project design
I have defined my project objective and hypothesis.
I have stated my project rationale.
I have worked out the details for project implementing
I have also planned the. Stages and time table for the project implementation.
● The stages and details of project implementation. The stages are necessary and
complete. The implementation details are properly maintained.
In my case, I am assessed on the following items.
Week 1
Teaching notes
Students' handout
Diary-keeping
Week 2
Teaching notes
Students' handout
Diary-keeping
Week 3
Teaching notes
Students' handout
Diary-keeping
●The methods used in project implementation.
In what way has the project been implemented? In my case, I first set up control
and target groups and used the classroom teaching.
● The methods used to obtain the results.
In what way has the investigator obtained the project results? Is it acceptable,
suitable and properly used? I used observations, diary-keeping, and interviews to#p#分頁標題#e#
obtain the project results. They are all acceptable, suitable to the task and properly used.
Table 1. Summarizes the methods I have used in my project..
Stages of the project The methods used
Analytic method
Problem analysis Cause analysis
Interview
Project design Brainstorming
Control and target groups
Observation
Project implementation Diary-keeping
● The results obtained from the project implementation.
My hypothesis has been proved to be correct.
8. Project findings and discussions
From the project I've learned that learners' errors in writing can be reduced by varied
error-correction techniques. I find my weak points. My error-correction technique is ineffective. My voice is too low. I just tell the right form. I give few analysis and seldom emphasize the common mistakes. And I don't like write the words on the blackboard, either. My students also learned a lot. Their errors in writing have reduced a lot since the project implemented. We can say they had made rapid progress. At the same time I feel that I should have done better, if I implement the project earlier and was given plenty of time. In the future I will do such project as early as possible. I will implement this of kind of project to improve my teaching.
References:
Wu Daocun 1991 How to Teach English Effectively English Experts on English Teaching
Gu Yueguo 1999 English Teaching Methodology
Appendix:
A. The timetable of the project
B. The methods of problem analysis
C. Teaching notes
D. Diaries
E. Writing exercises
F. Students' handouts
Appendix A: The timetable of the project
Stage Week Calendar dates Tasks
I 1 May 3 --9 Identify a problem
II 2 May 10 --16
Analyze the problem using scientific methods of
investigation
● analyzing the teaching situation
●analyzing the teaching objectives/teacher's
roles/tasks/type/students' roles, etc
● analyzing the possible causes of the identified problem
III 3 May 17--23
Design a problem-solving project.
●formulating the project objectives and hypothesis.
● making a lesson plan
● preparing materials and resources needed
● proposing data collection method: teaching journal/questionnaire/survey/interviews/
samples of students assignments, etc
IV 4,5,6 May 24--June 13
Implement the project
● report of the classroom implementation of
the lesson plan
● report of the data collection
V 7 June 14--20 Evaluate the project against a checklist
●critical comment on my own teaching by checking my subjective comments against the collected data
● suggestions for future teaching
VI 8,9 June 21 --July 4 Write the project report
Appendix B: The methods of problem analysis
The analytic method':#p#分頁標題#e#
Some of my students always make the same mistakes again and again.
The phrase some made me think of the other side of the other side of the issue: some
of my other students do not make the same mistakes again and again. This made me think
of these:
1. Why some don't,. While others do?
2. Who are the some that don't and who are the others that do?
Moreover, "My Students" is in contrast with "my colleagues' students”. This prompted me to make a chain of reflections.
What about some of my colleagues' students? Is it also the case that they make the same mistakes, either? If, one the other hand, all of my colleagues' students don't make the same mistakes again and again, then my problem is actually caused by myself, not by my students. Perhaps my explanation is not clearly or my examples are not very typical or my lesson plan is poorly designed.
Through the above analysis I realized that my problem is probably caused by my error- correction technique.
Cause analysis
The teacher's side--that is myself.
Is it because the teaching step is poorly designed?
Is it because my explanations are not clear?
Maybe the teacher is not enthusiastic myself.
Is it because the examples are not efficient?
The teacher's voice is not loud enough for the students at the back to hear.
The students' side
At first, the student do not know the importance of the usage of the phrases. And they pay
little attention to it.
When their exercise-book is given back, they tend to pay much more attention to the
marks they've got than the errors corrected.
The teacher as their helper?
Some absent-minded students?
Is it because they are not motivated?
Is it because they pay little attention to their mistakes?
The class size
My class has 52 students. The class size of over 50 students may have some negative
effect. The classroom is too noisy.
Of all the causes, I believe that the teacher is mainly responsible for the failure. I want
to know what my students think about the problem.
Brainstorming
I discuss the problem with my students and with my colleagues.
Interview
I interviewed several students and find out my weak points: my error-correction
technique is ineffective. My voice is too low. I just tell the right form. I give few analysis
and seldom emphasize the common mistakes. And I don't like write the words on the
blackboard, either.
The results of the interview and brainstorming.
The students need preparation work before writing in order to minimize errors. They
tend to treat writing as a test rather than a learning process, therefore they don't discuss it
with their peers or the teacher when having problems. They do not usually study the corrections as expected, instead they pay more attention to the marks they get. They all hope that there will be some changes in the ways errors are corrected.#p#分頁標題#e#
Appendix C: Teaching notes
Week 1:
Date: Tuesday, may 25,1999 8:25--9:10 Class: 2
Today's objectives: to practice students' writing ability and self-correction ability
Teaching methods: writing
Order of doing things:
Step 1: tell the students how to do this kind of writing. They should follow four steps:
1. Look through the requirement carefully (both the Chinese and English
given words)
2. Think over the related sentence structures
3. Write a short passage. Pay attention to word order and punctuation marks.
4. Check (including: the spelling of the words; the using of sentence structure,
the tenses, the full using of the given words.)
Write the above four instructions on the blackboard.
Step 2: Ask them to write by tCustom Thesis，Custom Dissertation，hemselves, follow the four steps.
Step 3: Correct by themselves
Step 4: Summarizing the lesson
Homework: Do some additional exercises.
Date: Thursday, May 27,1999 Class:2
Today's objectives: To correct students' errors in their writing.
Teaching methods: correcting and practicing
Step 1. Ask the students to look at the writing which has already been corrected by the
teacher. At the same time, ask them to find the reasons of their errors. Then the teacher
points out the common mistakes.
Step 2. Do some error analysis..
1. be good at + n:
2. see sb.do/doing sth.
3. Swim swam
4. help sb. do sth
help sb. with sth.
Step 3. Do some remedial exercises.
The teacher use some typical exercises to practice the above collocations
Step 4. Summarizing the lesson by emphasize the above four collocations.
Homework: rewrite the paper by using the correct form.
Week 2
Date: Tuesday, June 1, 1999 8:25'9:10 a.m. Class 2
Today's objectives: to practice students' writing ability and peer-correction ability
Teaching methods: correcting and practicing
Step 1. Repeat the four steps of writing
Step 2 Ask them to write by themselves, follow the four steps
Step 3 Correct by themselves
Step 4 Correct in small pairs (using pencil)
Step 5. Summarizing the lesson
Homework: do some additional exercises
Date: Thursday, June 3,1999 9:20--10:05 a.m. Class 2
Today's objectives: to reduce the students' errors in their writing
Step 1. Ask the students to look at the writing which has already been corrected by the
teacher. At the same time, ask them to find the reasons of their errors. (they can discuss.)
Step 2. Read the passage loudly in class
Step 3 Do some remedial exercises
Step 4. Summarizing the lesson '
Homework: rewrite the whole paper by using the correct form.
Week 3
Date: Tuesday, June 8,1999 8:25--9:10 a.m. Class 2#p#分頁標題#e#
Objectives: To practice writing and correct errors in writing
Teaching methods: Practicing writing and correcting
Step 1. Ask the students to discuss the topic in groups.
Step 2 Ask the students to check their writing in their model test paper. First individually, then in pairs.
Step 3 Ask several volunteers to come to the blackboard and write down their writing
work..
Step 4. Ask volunteers to come to the blackboard to correct the writing work(using
color chalk)
Step 5. The teacher and the students analyze the problem together. The teacher ask
some good students to give more examples of the right form.
Step 6. Summarizing the lesson
Homework: 1) Rewrite the writing work
2) Do some additional exercises
Postwriting activities:
Every day we do a piece of writing and analyze it.
Appendix D: diaries
Week 1
Date: Tuesday, May 25,1999
As usual, when I said that we were going to write something, the students shrug their
shoulders. As if they are going to have a test. I noticed a little girl in the front. She
frowned. It was Zhou Ling. She is below average. I told them the four steps of doing this
kind of writing. I wrote them on the blackboard. I analyzed a piece of writing. They became understand and began to write. After they finished, they looked at the blackboard and began to correct by themselves. They did what I said carefully.
Another period of time, I gave the marked paper to them and ask them to write down
the reasons. After the typical error analysis by the teacher, they felt much better. They can
understand me. After some remedial exercises. They can do a good job. I'm certain that
they will never make this kind of mistakes.
Week 2
Date: Tuesday, June 1,1999
I'm very glad that my studentsCustom Thesis，Custom Dissertation， become more active in my writing class and error correction class. Especially when I ask them to discuss in groups, check in pairs. They like
what I have done for them. The whole lesson went smoothly. I found Zhou Lin was smiling. She did her writing quite well. I was surprised to see it.
Week 3
Date: Tuesday, June 8,1999
This period of time, I dealt with the writing of model test paper. Like the steps of the
last two weeks, I ask them first to correct by themselves, then I ask some volunteers to
come to the blackboard. To my surprise, they are more active then I expected. They come
to the front, they correct the mistakes. Zhou Lin cried: "How time flies! It's so interesting." They like writing and they are willing to correct their mistakes. I am more than happy.
