本研究主題為初級華語課堂中教師進行語言偏誤改正教學方式之個案研究。研究旨在針對探討初級華語課堂中，教師如何處理學生使用目標語時所發生的偏誤，教師的處理是否有效地修正了偏誤以及教師對課堂上的偏誤改正抱持何種信念，並進一步探討這三者間的關係。

研究首先針對語言課堂中的偏誤改正(以下簡稱偏誤改正)進行文獻探討。探討的內容分為四個部份，一、影響教師是否進行改正的因素；二、教師所使用的偏誤改正策略；三、課堂偏誤改正之效能；四、華語課堂中的偏誤改正。於文獻探討之後，即展開資料蒐集的工作，針對四名教師的課堂進行觀察、錄影，錄影將課堂語料轉寫，之後進行教師訪談。最後將所蒐集到的資料加以分析。

分析結果發現，在這四個華語課堂中，偏誤改正的情形如下：偏誤發生率平均為35%，改正率為70%，顯示出四位教師均注重課堂上的偏誤改正。然而，教師改正後，修復率卻不高，為49.4%。偏誤的改正率不高，主要原因在於教師並未完整地執行偏誤改正的流程，而教師所提供的改正資訊不足也是重要的因素。研究結果同時也顯示出教師在課堂上的改正行為、課堂改正的效果及教師的改正信念之間呈現出交互影響的循環關係。

最後研究者根據研究結果，提出教師對課堂上的偏誤改正應具備的六個基本觀念，同時也整理出一個完整的偏誤改正模式，並針對如何訓練教師在課堂上有意識地改正學生的偏誤，提出建議。

This study reports a multiple case study investigating the relationship between four teachers’ stated beliefs about and teachers’ practice as well as the effect of error correction in beginning level Chinese classes. These teachers’ statement of beliefs about error correction were compared to their treatment of students’ errors in classes.
The classes were video-taped for a lesson (about 7-8 hours). At the same time, the researcher went into the classroom and directly observed the interaction between the teacher and students. Then the data was transcribed for further analysis. Finally, a semistructured interview was held to investigate the four teachers’ beliefs of error correction in classroom.
Results showed that above 1/3 of students’ ture were erroneous, and 70% were corrected by the teachers, but only 49% responded correctly. In this research, recast is used most frequently. It reveals that in these four classes, error correction was not effective because of the strategies teachers used. Findings indicated a circular mode of the relationship between teachers’ practice of error correction, the effect of error correction and teachers’ beliefs of error correction.
At last, the researcher indicates some suggestions for teachers to notice when correcting students’ error in classroom. Also an ideal model of error correction in classrooms and the way for training teachers to correct errors consciously in the classroom are suggested.

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