A Study Of Teachers’ Corrective Feedback Strategies And Students’ Uptake In English Reading Class Of The Senior High School

Corrective Feedback not only has an important influence on English learning,but also has a great impact on students’ language input and output.In the process of English reading teaching,teachers can change the knowledge structure of students through corrective feedback.Proper corrective actions can enrich students’ knowledge,stimulate students to think actively,and form a good habit of thinking seriously.There are a lot of researches at present on the corrective feedback behaviors in senior high school English classes,but there are few researches focusing on the specific behaviors,implementation of them in the classroom,especially the combination of teachers’ corrective feedback strategies and students’ uptake.In this paper,the qualitative and quantitative research methods are used to observe and analyze the performance of four English teachers’ corrective feedback behaviors.Through classroom observation,transcribing and interview,the use of teachers’ corrective feedback strategies and students’ uptake are analyzed to explore the current situation of high school English teachers’ reading classroom corrective feedback behaviors,as well as the relationship between corrective feedback strategies and students’ uptake.It is found that teachers tend to use metalinguistic feedback,recast and explicit correction strategies.The investigated teachers use elicitation,repetition and clarification request less frequently.This result is not consistent with foreign research results.In the research on the relationship between teachers’ corrective feedback strategies and students’ uptake,it is found that metalinguistic feedback strategies and elicitation can cause students’ uptake more effectively,and metalinguistic feedback can better cause students’ repair.The recast strategy that teachers and foreign teachers often use can not effectively arouse students’ uptake.This study can add some empirical cases to the study of English reading classes error correction behavior in senior high school.The research results can provide some references for English teachers in the future corrective feedback.Teachers can know the error correction effect of different strategies better,which is conducive to promoting teachers’ professional development.