| Chapter Ⅰ Introduction | 第1-12页 |
| ·Definition, nature and functions of errors | 第9-11页 |
| ·Grounding to choose this concern | 第11-12页 |
| ·Layout of the paper | 第12页 |
| Chapter Ⅱ Research hypothesis and methodology | 第12-14页 |
| Chapter Ⅲ Research findings | 第14-48页 |
| ·Errors in learner' eyes | 第15-16页 |
| ·Features of errors made by young Japanese adults | 第16-18页 |
| ·Behavior presented by learners to avoid making errors | 第18-22页 |
| ·Silence | 第19-20页 |
| ·Use of mother tongue | 第20-21页 |
| ·Communicative strategies | 第21-22页 |
| ·Reasons for learners' fear of making errors | 第22-26页 |
| ·Students' fragile ego | 第22-23页 |
| ·'Abundant' negative feedback from family and school life | 第23-25页 |
| ·Peer pressure | 第25-26页 |
| ·Sources of error-making | 第26-33页 |
| ·Linguistic perspectives | 第26-29页 |
| ·Overgeneralization | 第26-27页 |
| ·Transfer | 第27-28页 |
| ·Competence deficiency | 第28-29页 |
| ·Performance deficiency | 第29页 |
| ·Teachers' misguidance | 第29-31页 |
| ·Language anxiety | 第31-33页 |
| ·Learners' attitudes toward error correction | 第33-35页 |
| ·How learners interpret teachers' intention of correction | 第33-34页 |
| ·Effect of error correction on learners | 第34-35页 |
| ·Confidence and error correction | 第35-37页 |
| ·Time of correction | 第37-39页 |
| ·Doers of correction | 第39-41页 |
| ·Ways of correction | 第41-48页 |
| ·Direct vs. indirect treatment | 第41-44页 |
| ·Mechanical vs. meaningful repetition | 第44-46页 |
| ·Focus of correction: accuracy vs. fluency | 第46页 |
| ·Affective vs. cognitive feedback | 第46-48页 |
| Chapter Ⅳ Ways to boost self-confidence in learners | 第48-73页 |
| ·Creating a non-threatening class climate | 第48-61页 |
| ·Shortened power distance | 第49-52页 |
| ·Genuine communication | 第52-54页 |
| ·Daring to reveal oneself | 第54-55页 |
| ·Competitive cooperation | 第55-57页 |
| ·Positive feedback | 第57-58页 |
| ·Encouraging risk-taking | 第58-59页 |
| ·Changing the way we evaluate learners | 第59-61页 |
| ·Recognizing and respecting learners' individualism | 第61-65页 |
| ·Reflective vs. impulsive style | 第61-62页 |
| ·Other divisions | 第62-63页 |
| ·Different learning motivations | 第63页 |
| ·Respecting individual needs | 第63-65页 |
| ·Fostering empathetic, tolerant and humorous facilitators | 第65-71页 |
| ·Developing emotional intelligence | 第65-67页 |
| ·Tolerant attitude toward learners' errors | 第67-69页 |
| ·Helping learners out of embarrassment | 第69-71页 |
| ·Developing self-motivated learners | 第71-73页 |
| Chapter Ⅴ Suggestions for teachers | 第73-76页 |
| Chapter Ⅵ Conclusion | 第76-78页 |
| References | 第78-81页 |
| Appendix Ⅰ | 第81-82页 |
| Appendix Ⅱ | 第82-83页 |
| Appendix Ⅲ | 第83-84页 |
