Teachers Attitudes Towards English Language Learners Errors With Particular Reference To Grade Eleven

This study investigated the current attitudes of EFLrnteachers toward English language learners' errors. Fiftyrnteachers selected from twelve government senior secondaryrnschools in Addis Ababa participated in the study.rnIn order to gather the data, opinionnaires and writtenrnquestionnaires drawn from students' written works were givenrnto teachers. Classroom observation, based on Chaudronrn(1977) model of descriptive discourse were made on samplernteachers to examine their treatment behaviours.rnThe subjects responses were coded and mean scores wererncomputed for individual items. The Pearson product momentrncorrelation and multiple regression were computed. Thernstatistical tests showed that there was significant inversernrelationship between attitude and severity of scoring. Thernconclusion drawn was that Ethiopian EFL teachers' attituderntoward learners' errors when seen in practice lookedrnnegative. However, there seems to be a disparity betweenrntheir theoretical conception of error and the actualrnclassroom practice. Their actual treatment of errors seemsrnto be influenced by factors which can be described as nonpedagogic.rnIt is suggested that, perhaps, it will be better ifrnteachers develop somehow tolerance toward learners' -errorsrnby reacting leniently to students' in correct responses

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