本研究主題為「從華語師生觀點探討偏誤改正」，旨在針對華語課堂師生偏誤改正觀點之異同進行全面探討。
研究方法以質化研究法之結構化訪談為主要工具，提高師生雙方之可比較性。訪談大綱根據Hendrickson對偏誤改正所提出五個偏誤改正基本問題為基本架構。探討內容分為五個部分：一、偏誤改正的基本態度，二、改正時機，三、改正者，四、改正策略，五、教師強化。受訪對象為以華語為第二語言教學課室之師生。本研究根據訪談語料分析師生觀點背後之信念，同時也依數據統計具體呈現師生對各項問題之態度。
研究結果發現，一、對於偏誤改正，師生均認為初級與中級程度不同，因此應有所調整，二、對於改正者，學生方面有半數學生無法接受同儕改正，教師需適度地鼓勵，三、改正時機應視課室活動類型而定，四、對於改正策略及強化技巧，師生在語音、語法、詞彙偏誤改正方面之偏好排序各有不同。
　　最後本研究提出兩點建議：一、重視「偏誤改正」相關理論與訓練，二、建立「偏誤改正工具箱」概念。

The topic of this study is “Investigating error correction in Chinese language learning through the perspectives of teachers and students,” and it aims to make a thorough exploration of the various perspectives of teachers and students of the Chinese language.
In order to increase the comparability of student and teacher perspectives, the primary research method used is qualitative research’s structured interviews. The interviews take Hendrickson’s five fundamental questions for error correction as their basic framework. Five areas are studied: (1) fundamental attitudes regarding error correction; (2) correction timing; (3) the corrector; (4) strategies for correction; and (5) teacher reinforcement. The interview subjects are students and teachers of Chinese as a second language and the content of interviews is used to analyze teachers’ and students’ underlying beliefs regarding error correction. In addition, statistical analysis is used to map attitudes in each area.
The results of this study find that: (1) Both teachers and students believe error correction of beginner and intermediate students should be carried out differently. (2) Regarding the corrector, 50% of students are unable to accept peer correction, and teachers should provide appropriate encouragement. (3) Correction timing should vary depending on the type of classroom activity. (4) In terms of correction strategy and reinforcement techniques, teachers and students hold different orders of preference for error correction of pronunciation, grammar and vocabulary.
Finally, two suggestions are made: Firstly, theory and training on error correction should receive sufficient attention. Secondly, the concept of an “error correction toolbox” should be established, providing teachers with an array of strategies to serve the needs of different situations.

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