Abstract
Erroneous example learning can encourage learners to deepen their understandings of knowledge, and reduce their errors. Learners are able to detect and know the errors, and then they explain the errors. This thesis summarizes the background, theoretical foundation and the current situation of explaining erroneous example learning mode. This learning mode will affect learners’ emotional factors, while the learning interest is one of the important emotional factors of them. And the thesis expounds the effects on English learners’ learning interest of the explaining erroneous example learning mode by researching forty senior undergraduates who are from Shandong Youth University of Political Science, and they major in English. In the study, it was found that erroneous example learning mode had a positive effect on the learning interest of most ESL learners, but for a small number of them, the mode needed to be more perfect, because it could not arouse learners’ learning interest, and it would produce a little negative impact on them.
Key words: Erroneous example learning; learning mode; ESL learners; learning interest
Contents
Abstract
摘要
Introduction 1
0.1 Research Background 1
0.2 Research Objectives and Significance 1
Chapter 1 Literature Review 3
1.1 Research Contents 3
1.2 Research Status 3
Chapter 2 Theoretical and Practical Foundation 5
2.1 Theoretical Foundation 5
2.1.1 “Learning by Errors” Theory 5
2.1.2 Cognitive Theory 5
2.1.3 Interest 6
2.2 Practical Foundation 8
Chapter 3 Definition of Terms 9
3.1 Worked Examples 9
3.2 Erroneous Examples 9
3.3 Explaining Erroneous Examples 10
3.4 Learning Interests 10
Chapter 4 Research Design 11
4.1 Research Methods 11
4.1.1 Case Study Method 11
4.1.2 Interview Method 11
4.2 Research Objects 12
4.3 Data Collection and Analysis 13
4.4 Research Conclusions 13
4.4.1 Case Study Research Conclusions 13
4.4.2 Interview Research Conclusions 13
Chapter 5 Conclusion and Suggestions 15
Bibliography 16
Appendix 17
Acknowledgements 19
