Reviewing journal Teaching chapter 1

Reviewing journal Teaching chapter 1

The Relationship between English Language Learners’ Perceptions towards Classroom Oral Error Corrections and Their Pronunciation Accuracy

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Afshin Peerdadeh Beiranvand1 & Ali Entezamara2 1 Iran Language Institute, Technical and Vocational University, Khorramabad, Lorestan, Iran 2 Iran Language Institute, Borujerd Azad University, Khorramabad, Lorestan, Iran Correspondence: Afshin Peerdadeh Beiranvand, Iran Language Institute (ILI), Technical and Vocational University, Khorramabad, Lorestan, Iran. E-mail: afshin_peerdadeh@yahoo.com

This paper discuss about the student that learning English language and their errors, this paper try to observe The Relationship between English Language Learners’ Perceptions towards Classroom Oral Error Corrections and Their Pronunciation Accuracy. As we know that English is become international language that is used in technology sectors, education, business and internet. We, also, know that it is not possible for most English language learners to acquire or learn English in real situations. As a result, they go to language schools and try to learn English through being taught in unreal situations or atmospheres. In this study, in order to get participants’ perceptions about classroom oral correction, an adopted and adapted questionnaire was used. The original questionnaire was developed in English after extensive literature review, and it was used by Katayama (2007). The questionnaire contains four sections. The first section contained demographic information. The second section addressed Research Question 1 and asked the participants’ general opinions about the correction of oral errors in the classroom. This section contained four statements illustrating certain views that have been controversial among language researchers and educators for decades, After giving the perception questionnaires and pronunciation tests to the participants and marking them, frequency distribution was calculated to find out how many participants got more than 3, how many less than 3, and how many 3 on the perception questionnaire test, which showed most of the participants got more than 3, which meant participants’ positive attitudes towards classroom oral error corrections. Language learners’ attitudes about classroom oral error corrections, the effect of gender on their attitudes, and the relationship between their attitudes towards classroom oral error corrections and their pronunciation accuracy were the subjects studied in this paper.