| The influence of teachers' feedback, which is an important means in interaction teaching, on target language is a hot topic in recent years. Up to now, most domestic scholars in this field lay their focus on the cycling verification of the effect of teacher feedback on improving formal accuracy of the target language as well as the effect in improving the English lexical knowledge standard of the learners, yet seldom touch its interaction with cognitive elements of learners. Major causes of this phenomenon include: firstly, the conceptual framework theory of English lexical knowledge is not complete and definitions of operations of different dimensions of the conceptual framework are not clear, making operation more difficult; secondly, the feedback itself is characterized by its focus on the correction of language form so that most researchers emphasize the influence of accuracy of learners'language form and do not pay much attention to the potential influence of learners'lexical knowledge. As there is no definite conclusion concerning the relation between teacher feedback, the feedback type and the English lexical knowledge, this research intends to explore the influence of different types of teacher feedback on learners'English lexical knowledge development.This research is based on the Diachronic English Composition Corpus of Grade One Non-English Majors in China, which is constructed by the author. It adopts the text analysis method of corpus to explore the development law among non-English majors with the width and depth of lexical knowledge in English composition as latent variables and to verify the effectiveness of teachers'corrective feedback on learners'lexical knowledge development.Chapter one is the introduction. In the beginning, this chapter elaborates the basic concepts related to second-language lexical knowledge framework as well as the inspection methods for various dimensions of lexical knowledge and confirms the English lexical knowledge development framework in this research. This framework is based on interactive teaching, covering two major elements and two basic variables influential on English lexical knowledge development. The two elements include teachers'corrective feedback and learners'language aptitude; the two basic variables include the width and depth of lexical knowledge. This research reviews introductions and overviews of related major theories and summaries the empirical studies on English lexical knowledge development and the effect of teachers'corrective feedback conducted by previous researchers. Finally, it introduces the research problem as well as the framework, paper structure, method and process of this research. Innovative points of the research is mentioned in the end.Chapter II introduces in details the small Diachronic English Composition Corpus of Grade One Non-English Majors in China which is constructed by the author as well as the data collection method. Corpus of this paper is sourced from 321 English compositions of 108 non-English majors from Huazhong University of Science and Technology at the beginning of the first semester, the end of the first semester and the end of the second semester. The corpus is composed of 9 sub-corpuses, with a total capacity of 73,922 words. The corpus is stored in three forms:1) raw corpus; 2) POS term tagging corpus; 3) error tagging corpus.Chapter III includes empirical researches as well as the SPSS statistical result analysis of such researches, making further exploration on the development characteristics of Chinese non-English major learners'lexical knowledge width and the influence of teachers'corrective feedback on the development of learners'lexical knowledge width. According to the results, indirect feedback has a longer influence on the two elements of lexical variety and lexical density, when compared with other two groups of learners. Concerning the improvement of lexical form accuracy, direct feedback is more efficient than indirect feedback while the later is superior in improving the accuracy of lexical grammar. Three groups do not have much difference in the accuracy of wording and matching.Chapter ? makes SPSS statistical result analysis of the empirical research results, making further exploration on the development characteristics of Chinese non-English major learners' lexical knowledge depth and the influence of teachers' corrective feedback on the development of learners' lexical knowledge depth. According to the results, the direct feedback group and the control group decline in lexical chunk application while the indirect feedback group witnesses an increasing. The difference in the development track of the top three terms among the direct feedback group, the indirect control group and the control group can be explained through the "note function" in the feedback.Chapter ? explores the interaction between teachers' corrective feedback and learners' language aptitude level on the development of learners' English lexical knowledge. According to the results, teaches' corrective feedback and language aptitude level have remarkable interaction on English lexical knowledge variety, lexical error, lexical knowledge depth, i.e. lexical chunk application and insignificant interaction on learners' English lexical knowledge complexity and lexical density. Subjects with high language aptitude benefit more from indirect feedback while those with low language aptitude benefit more from the encouraging effect of direct feedback than from indirect feedback or lack of teathers' feedback.Chapter ? is the conclusion. It makes a brief conclusion of the main contents and findings of the paper, discusses the revelation of this research on English lexical teaching and points out the direction of future researches in this field. |
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