摘要 Abstract Chapter TwoErrors 2.1Defmition oferrors 2.2Attitude towards errors 2.3Evaluation oferrors 2.5Judgment of error gravity 2.6Causesoferrors 2.6.1Errors of competence 2.6.1.3Misconception-inducing teaching 2.6.1.4 Use of communication strategies 2.6.2Errors of performance 2.6.2.1Cognitive restrictions 2.6.2.2Psychologicalrestrictions Chapter ThreeProvision of negative feedback 3.1Negative feedback 3.2Necessity and effect ofnegative feedback 3.3Factors taken into consideration in providing negative feedback 3.3.1Purpose ofthe activity 3.3.2Degree ofdeviation 3.3.3Clarity ofmeaning 3.3.4Frequencyofoccurrence 3.3.5Leamers'language proficiency 3.3.6Affectivefactors 3.3.7Personalityoflearners 3.3.8Otherfactors 3.4Empirical studies on provision of negative feedback 3.4.1How often errors were treated 3.4.2What types of errors were treated 3.4.3How errors were treated 3.4.4When errors were treated 3.4.5Who corrected errors Chapter Four Negative feedback in EFL classrooms 4.1Purpose ofthe research 4.2 Methodology 4.2.1Subjects 4.2.2Instruments 4.2.2.1Questionnaires 4.2.2.2Interviews 4.2.3Datacollection 4.2.4 Dataanalysis 4.2.4.1Teachers' and students' response to the questionnaires 4.2.4.2Transcription of the interview 4.3Results and discussion 4.3.1How often errors were treated 4.3.1.1Teachers' opinion and corrective behavior 4.3.1.2Students' needs and preferences 4.3.1.3Discussion 4.3.2What types of errors were treated 4.3.2.1Teacher's opinion and corrective behavior 4.3.2.2Students, needs and preferences 4.3.2.3Discussion 4.3.3How errors were treated 4.3.3.1Teachers' opinions and corrective behavior 4.3.3.2Students'needs andpreferences 4.3.3.3Discussion ChapterFive Conclusion 5.1Major findings 5.2Pedagogicalimplications 5.3Limitations ofthe study References Appendix Ⅰ Appendix Ⅱ Appendix Ⅲ Appendix Ⅳ
