2006．第34卷第1期（Vol. 34 No. 1）．pp. 117131
The Ability of Secondary Chinese Language Teachers in Differentiating, Describing, and Correcting Errors in Compositions
The ability of secondary Chinese language teachers in differentiating, describing, and correcting errors in students’ compositions reflects their language professionalism and proficiency, and has a close relationship with their teaching quality. A total of 95 Chinese language graduate teachers from 95 subsidized secondary schools have participated in the test. Therefore, the test can reflect the general situation of error analysis of some secondary Chinese language teachers. The test result shows that teachers mostly adopt “impression” method to describe errors, using “language intuition” to judge whether a sentence is “grammatically correct” or not without considering the “grammar” issue. This research result illustrates that the ability of the teachers in correcting errors in students’ compositions is not satisfactory, and their ability in describing errors is even worse. Using the knowledge of grammar, indeed, is the right way to solve the problem.