Subject：Education
Dissertation question: Using Learner Errors as an Effective Resource in EFL Teaching
Attention：Write chapter Methodology 3000words and Findings and Analysis 4000words。
Please write 3000 words about Methodology part. Methodology part must include 1.introduction 2.research aim and research questions 3. Research design 4.Interview design 5.methods of data collection and data access 6.procedure and participant information 7.ethical considerations 8.validity/ trustworthiness 8.analytical strategy 9.summary. Do not write anything that is irrelevant to Methodology in these 3000 words.
Then please write 4000 words about Findings and Analysis from both the 3 interviews and 50 questionnaires. Findings and analysis should divide into several parts with different titles.
All these 7000 words must be consistent with the contents below. The contents below is a brief proposal for the dissertation. Altogether at least 40 references in Harvard style.
Thank you for your cooperation.
Title of project: Using Learner Errors as an Effective Resource in EFL Teaching
Abstract
Errors are not only indicative of learners’ lack of proficiency in learning ESL/ EFL and gaps between knowledge and language competence, they more importantly reflect a learner’s second language acquisition process in an objective way, which is a combined product of intralingual and interlingual interference, inducement by language teachers or teaching materials, and learners’ ignorance of as well as low competence in commanding over the target language standard. Therefore, learner errors are a rich store of EFL teaching resources themselves. However, research findings based on literature review and empirical study consistently prove that correction as an exclusive and dominant means of error treatment is improper and ineffective, that pedagogical value of learner errors is largely neglected and that attention to errors as teaching resources is by no means adequate. Errors are not merely to be corrected; they should also be highly valued as something informative of the natural development of learners’ learning process, their characteristics and needs, and the problematic issues in teachers’ actual daily instruction, as well as basis for teachers to set up more realistic teaching objectives and provide needed scaffoldings to help learners, and ultimately to improve EFL teaching efficiency. It is hoped that a new way of error treatment—to make full use of errors as effective resources—can be widely accepted and practiced in EFL teaching in China to achieve better teaching efficiency.
Key words: EFL teaching; learner errors; pedagogical value; teaching resource; error correction
Research question(s): 1.How do learner errors occur?
2. What are the consequences of correcting or ignoring learner errors?
3. How can learner errors be used as an effective resource in EFL teaching?
Methodology: It is mixed-methods research. The population considered for this study is defined is the number of 50 Chinese college students for questionnaires and 3 of them for interviews in EFL teaching context in July 2015. It is mixed-methods research. We need both quantitative and qualitative understandings of phenomena under study if we want to make meaningful contributions to the knowledge base of the field. For example, it is important to know the number of EFL students in a university who are unsatisfied with the effectiveness of teacher’s error correction practice during their EFL learning process, but it is also important to know how they feel about teacher’s error correction practice.
Sampling procedure: The author is very concerned about learner errors, and will conduct an in-class survey to a group of Chinese college students whose major is English in July 2015. The college is Nanjing Normal University in Jiangsu province in China. I was a undergraduate in that university so I am very familiar with many professors there and they can help me with my research. Altogether 50 questionnaires will be handed out and collected.
I will ask one of my former professors to help me call together 100 college students whose major is English in a class. I will explain my project to them and ask for volunteers from that group. That way, I have their consent. I will issue around 50 questionnaires.
2. Face-to-face interviews. With 3 of the 50 students who volunteer. The interview will be conducted in person and involved 1 participant each time. When I hand out the participant information sheet and consent form to the questionnaire group, I will present an extra box at the bottom which says, ‘tick this box if you volunteer also to take part subsequently in a 30-minute interview’. Hopefully, more than 3 will tick that box, and I can then select randomly from the volunteers. Each interview will cost around 30 minutes and be structured around 8 questions.
Appendix 1
Interview Schedule
The list of questions I am going to ask:
1. What reasons might you have for making errors during your process in learning English as a foreign language?
2. Are you afraid of making mistakes when learning English as a foreign language? Why?
3. How do your English teachers treat with students’ errors in EFL teaching?
4. What are the consequences of English teachers’ ignoring learner errors?
5. Have you once committed similar errors which have been corrected by your English teachers repeatedly? If so, what are the reasons?
6. Do you like correction as an exclusive and dominant means of error treatment by the English teachers? Why?
7. Do you have any idea about how to take advantage of error resources in learning English as a foreign language? Tell me more about it.
8. What expectations do you have of English teachers in providing more guidance to help students develop the habits and strategies to use error resources?
Appendix 2
Questionnaire
Major （ ）Grade （ ） sex（ ）
Answer ranking: 1: a totally disagree 2：disagree 3：agree nor disagree 4：agree 5：strongly agree
1, my English teacher gets angry when students continue making the same mistakes after covering a topic several times in the classroom. ….. ① ② ③ ④ ⑤
2, my high school teacher told us to avoid using complex sentences when are not sure of their meaning. ……… ① ② ③ ④ ⑤
3, I am conscious aware of the verbal and written mistakes I make and I immediately correct them. …… ① ② ③ ④ ⑤
4, I am afraid to make simple mistakes in English and this affects my confidence levels. …… ① ② ③ ④ ⑤
5, I will take the initiative to revise my work after the teacher makes corrections and put in efforts to avoid repeating those mistakes again. ………………… ① ② ③ ④ ⑤
6. I believe that corrections from the teachers generally help students improve their English skills ……………………………… ① ② ③ ④ ⑤
7, I think high standard of English is measured by the ability to express both verbal and written communications without making any mistakes. ………… ① ② ③ ④ ⑤
8, I think regular corrections from the teacher restrict my creativity and innovative thinking. …… ① ② ③ ④ ⑤
9, I do not know how to learn from the mistakes I make and I hope the teacher can effectively guide me on how to learn from them. ……………… ① ② ③ ④ ⑤
10, I am afraid to make mistakes, because I am afraid of being criticized by the teacher. ……………………… ① ② ③ ④ ⑤
11, I believe when the teacher gives supplementary reading and writing assignments and then correct the mistakes I have made, is the better learning method. …… ① ② ③ ④ ⑤
12, I sometimes make the same grammatical mistakes and the teacher keeps correcting them repeatedly ………… ① ② ③ ④ ⑤
13, I think making mistakes is a portion in the learning process as they point out the areas that need improvements. ……………… ① ② ③ ④ ⑤
14, my teacher requests us to write each wrong sentence three or more times by which he expects us to analyze, classify and memorize. …… ① ② ③ ④ ⑤
15, I do request the teacher to give me more supplementary reading materials so I can improve my English masterly level. …… ① ② ③ ④ ⑤
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