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1、ISSN1799-2591TheoryandPracticeinLanguageStudies,Vol.2,No.3,pp.619-624,March2012?2012ACADEMYPUBLISHERManufacturedinFinland.doi:10.4304/tpls.2.3.619-624Teacher’sErrorCorrection:AKeyFactorinDevelopingIranianEFLLearners’SpeechAccuracyMahshidHejaziDepartmentofEnglish,MashhadBranch,Is
2、lamicAzadUniversity,Mashhad,IranEmail:hejazi1099@mshdiau.ac.ir;mhejazi1971@gmail.comAbstract—Thepurposeofthepresentstudywastoinvestigatetheeffectoftheteacher’serrorcorrectionontheaccuracyoftheEFLlearners’speech.Inthisregardtheproposednullhypothesisis:“Thereisnosignificantrelatio
3、nshipbetweentheteacher’ssyntacticerrorcorrectionandtheEFLlearners’speechaccuracy”.Inordertotestthenullhypothesis,95studentswhostudyEnglishasaForeignlanguageatAzaduniversity,MashhadbranchparticipatedinaTOEFLtest,40ofthemwererankedas“intermediate”andwererandomlyassignedtotheexperi
4、mentalandcontrolgroups.Bothgroupstookpartinaninterviewperformedbytheresearcherasthepre-test.Duringthetreatmentprocedure,intheexperimentalgroup,thesyntacticerrorsofthestudentswerecorrectedbytheteacherassoonastheycommittedthemintheirspeech.Ontheotherhandthesyntacticerrorsofthestud
5、ents’speechinthecontrolgroupweretotallyignoredbytheteacher.Afterthetreatment,whichtook16sessions,thestudentsparticipatedinanotherinterviewasthepost-test.Boththepre-testandpost-testinterviewsplusalltheclassdiscussionsduringthetreatmentweretaperecorded.Theinterviewswerescoredbyfiv
6、eraters.Inordertocomparethemeansofthepost-testscoresoftheexperimentalandcontrolgroupsat-testwascalculated.Theobservedtwas2.072andtcriticalwas2.021.Sincetheobservedtexceededthetcritical,thenullhypothesiswasrejected.Wecanconcludethat“Thereisasignificantrelationshipbetweentheteache
7、r’ssyntacticerrorcorrectionandtheEFLlearners’speechaccuracy”.Theresultsofthisstudycanbeusefulforlanguageeducatorsindealingwiththeirstudents’syntacticerrorsinspeaking.IndexTerms—accuracy,consciousnessraising,error,feedback,mistake,syntaxI.INTRODUCTIONAccordingtoDulay,Brut,andKras
8、hen(1982)“Errorsaretheflawedsideofthelearner’ss
