Study On Teacher Corrective Feedback And Student Uptake In EFL Classroom Interaction

Since the 1980 s, researches about the classroom interaction became an eye-catching field which attracts much attention from scholars home and abroad. Corrective feedback and learner uptake is an absolutely necessary tache in senior high school English classroom interactions. The interactions between the teachers and students, namely, the teacher corrective feedback and student uptake, play a crucial role for the learners to be exposed to the target language and gain much meaningful information to testify their interlanguage hypothesis.The present study tries to disclose the three research questions:(1) Relationship between student errors and corrective feedback.(2) The relationship between corrective feedback and student uptake.(3) What are the factors influencing the effectiveness of teacher corrective feedback and student uptake. The study uses two research instruments: classroom observation and interview. The classroom observation is aimed to solve the first two research questions and interview to solve the last one.Present study finds that:(1) The collected data shows that students are more likely to make phonological errors, and then teachers tend to give more corrective feedback on these types of errors though the rate of corrective feedback isn’t the highest among all. Teachers show lowest tolerance of unsolicited use of First Language, also the feedback rate is the highest among the all. Except for the lexical errors, other feedback rate is rather higher which demonstrated that in the teaching practice, teachers demanded much in language forms while they don’t care much for the language content.(2) The corrective feedback types provided by teachers are closely related to the error types, usually, phonological errors, unsolicited use of L1 and grammatical errors invited recasts while prompts are given to lexical errors.(3) Teacher corrective feedback are also closely related to the student uptake. Recasts are inclined to invite phonological repairs. Meanwhile prompts are prone to invite lexical repairs, L1 repairs and grammatical repairs.(4) The effectiveness of corrective feedback and student uptake is influenced by many factors. First one is the language level of the learners, teachers have higher tolerance toward low-proficiency learner while lower tolerance toward high-proficiency students. Moreover, the effectiveness is also influenced by learners’ character, teachers have higher error tolerance to introverted students and the corrective feedback will be implicit while lower tolerance to outgoing students and the corrective feedback will be explicit.. Researches about the corrective feedback and learner uptake have their theoretical significance and practical ones. On the theoretical grounds, the present research about the relationship between the corrective feedback and learner uptake is worthwhile for it may help to testify corrective feedback is useful or not. For the practical sides, to be the first, recent years, studies about the teacher corrective feedback and student uptake mainly focuses on the theoretical surface, such as the error analysis and the strategies to the error correction or the relationship between the corrective feedback and uptake. More empirical studies are still needed to complete the studies. And this thesis focuses on the relationship between the error, corrective feedback and learner uptake; it can add bricks and tiles for the research studies in this field. Second, for the pedagogical purpose, teacher feedback and learner uptake is the most common interaction mode in the EFL classroom interaction, this thesis, mainly investigates the relationship between the errors, corrective feedback and student uptake, at the same time, try to discover the factors influence the effectiveness of the teacher corrective feedback and student uptake and gives some prompts to the novice teacher about how to conduct effective classroom interaction in their classroom language teaching.