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