A Classroom Discourse Analysis Of Senior High School English Teachers’ Corrective Feedback

Corrective feedback(CF) is teachers’ response to learners’ misuse of target language. Since the 1990 s, CF has played a dominant role in the field of Second Language Acquisition. Researchers both at home and abroad put their emphasis on the types, distribution and effect of CF. Researches have proved teachers’ CF can act as a significant method for learners to improve their language proficiency, which not only makes learners pay attention to target language input, but also enhances their comprehensive output. However, there is still a lot of researches need to do on corrective feedback from the perspective of learner’ preferences in the field of classroom discourse analysis of senior high school. With the help of IRF model, the author analyzes the discourse of teachers’ CF and explores the mismatch between teachers’ feedback and students’ preference.The subjects are students of Grade Ten and Eleven from a key middle school in Hebei province. By the means of classroom observation, voice recording and data transcription, the author, in the context of IRF model, explores the discourse features of teachers’ CF and analyzes which type of CF can lead to the most effective repair. The author investigates students’ and teachers’ attitudes towards CF and compares the differences between students’ preference and teachers’ corrective feedback provision.The results are as follows:1. Based on IRF model, classroom observation shows that continuous IRF model plays a dominant role in teachers’ corrective feedback discourse, there is a relationship between the corrective effect and the number of students’ feedback----the four-move feedback in corrective feedback discourse can result in the most effective repair.2. Among all kinds of CF, negotiation of form can cause the most frequent uptake and improve learners’ corrective effect. Students can realize their own errors and are willing to repair by the means of negotiation of form.3. Compared with teachers, students hold more positive attitudes toward CF, for they hope teachers can frequently point out their linguistic errors and provide related explicit correction, thus improving their language accuracy. Meanwhile, Students don’t prefer the teachers to interrupt their talking to provide feedback, and they hope teachers spare much more time for their self-correction.4. The differences between students’ preferences and teachers’ corrective feedback provision can be reflected in time and ways of error correction. Therefore, teachers should strengthen the exchange and communication with students and provide effective corrective feedback under students’ needs.