| As is known to all, the existence of error analysis theory has far-reaching impact on applied linguistics and the development of English classroom teaching practice. Initially, researchers fixed their eyes on linguistic errors. Then, many of them were concerned with native-speakers'views on non-native speakers'linguistic errors. Later, investigations were extended to the studies of second language classroom. During this process, the theoretical studies and practical researches connected with each other gradually. However, at present, many empirical studies centralize in English teaching of universities and high schools, little concentration is placed on the research of English classroom corrective feedback of vocational schools. Let alone the empirical studies of EFL classroom corrective feedback in middle vocational schools. My study aims at seeking strategies of corrective feedback with better pertinence and maneuverability through the analysis of EFL classroom corrective feedback of middle vocational school. It is to arouse the students'consciousness of self-corrective feedback, to stimulate their interest in English learning.Many scholars abroad once defined and divided types of errors and corrective feedback. Based on typical theories of previous linguists and researchers, this dissertation gives its definition and division of errors and corrective feedback. It divides errors into different categories from three basic angles—English learners, learning content and learning performances. Meanwhile, the types of corrective feedback are clarified.In behaviorists' opinion, the occurrence of errors is undesirable. To contrary, mentalists hold that errors are not harmful, but helpful to the learning process. The attitude towards errors of middle vocational school teachers also differs from the students' standpoint. The author planned to explore the solutions to such problems as follows:how the teachers gave corrective feedback, whether there was a gap between the teachers' corrective behaviors and students'need; whether the teachers offered different feedback when they faced different students, etc. Data were collected by the administration of questionnaires and interviews from the investigation of 6 classes of the middle vocational and comprehensive high school departments. The result is about the following questions: who correct the errors, how the errors are corrected, when the errors were corrected, what was teachers'attitude towards errors. The categories of students'errors were compared with teachers'corrective frequency.Error analysis and corrective feedback theories pave the way for empirical analysis of corrective feedback in EFL classroom and the purpose of the empirical analysis is to discuss the strategies of corrective feedback in middle vocational EFL classroom. The orientation of "strategy" and the connotation of "teaching strategy" guide the author to explore the corrective feedback strategies while the framework of strategy choices is based on teachers'attitude towards errors, students'error categories; students'characteristics and their preference for error corrective subjects; occasion and ways.Through introspection, the author came to the conclusion that English teachers of middle vocational school should take the following factors into account to enhance the effect of corrective feedback in EFL classroom. To start with, reasonable collocation of teaching content and clear target of activities might play a role in guiding teachers' classroom corrective behaviors. Besides, teachers should encourage the whole class to take part in the corrective activities and stimulate their awareness of correction. Apart from what has been mentioned, teachers should consolidate students'long-term memory of linguistic rules by repeated reinforcement. Finally, teachers should put relative theories into use and experience them in person. Meanwhile, the authors summed up the limitations of the study and pointed out the problems that are worth thinking about. |
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