| Corrective feedback has been drawing more and more attention in second language acquisition; among which interactionism attaches high importance to it in language teaching. The recent researches about it, however, focus more on the grammar of written form but less on the pronunciation of the oral form. Few researches have been done on how to apply pronunciation corrective feedback (PCF) to the pronunciation teaching under the current teaching circumstances, especially for English normal students. For this aspect, an innovative mode of pronunciation corrective feedback has been practiced in East China Normal University (ECNU) to supplement and better pronunciation teaching for English normal students. Being different from the traditional mode of PCF by teachers in class, it employs excellent sophomores or juniors to provide PCF after class, which could make up for the PCF in class and create chances for sophomores or juniors to learn in doing. The innovation of this innovative mode is on the provider and time of providing PCF along with the error analysis. Six years as it has been conducted in ECNU, it has never been studied systematically before. Therefore, under the guidance of Output Hypothesis, Noticing Hypothesis, Interactionism, and Social-cultural Theory, this paper investigates this mode of PCF from these three aspects:1. Why is it necessary to conduct such PCF to supplement pronunciation teaching in ECNU?2. Whether is it effective in helping improve students’ pronunciation?3. What are the students’ attitudes towards this mode, including problems and suggestions?In order to answer these questions, all the 142 freshmen majoring in English are taken as a sample, to whom this mode of PCF has been applied for a semester. The study takes the pretest and post-test of pronunciation, questionnaires and interview as research instruments. All the data was analyzed by SPSS 19.0. In the past, this mode was only applied to normal students and non-normal students. This time the 142 subjects include both normal and non-normal English majors, as well as the translation majors who do not have pronunciation course.By comparing the scores of the pre-test and post-test with the paired sample T-test, it is found that there is significant difference between the scores of them. In other words, they all have improved a lot in their pronunciation. Such obvious progress has also been found in the comparison of the error analyses of the pretest and post-test. These results along with questionnaires and interview have shown that this innovative mode of PCF in ECNU has short-term effectiveness in supplementing pronunciation teaching. Through interviews, students, teaching assistants and teacher expressed their positive attitudes towards this mode and spoke highly of it. Effective as it is, there are still some aspects needing to improve. Therefore, it is beneficial to continue conducting such innovative mode of PCF to supplement teacher PCF in the future pronunciation teaching, which could not only lessen the burden of teachers but also improve students’ pronunciation proficiency. In addition, after being improved and bettered, it could be introduced to other normal universities to improve the overall effects of pronunciation teaching in China by making full use of PCF in pronunciation acquisition. |
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