Effects Of Scaffolded Feedback On The Learning Of English Grammar In Senior High School

Second language learning is a process in which learners constantly struggle against errors. And error correction is an important part in second language teaching. Scaffolded feedback is a method designated to take advantage of the benefits of retrieval practice by providing incremental hints until the correct answer could be self-generated. Differing from conventional feedback types, it studies feedback from a sociocultural perspective, which regards language as a social phenomenon, and learning is the result of social participation. Although there are certain researches on scaffolded feedback abroad, relative researches in China are rather few, especially the empirical ones. Most studies at home on corrective feedback are centered on conventional feedback types, such as recast and metalingustic feedback. On the basis of referring to the researches both at home and abroad, this thesis intends to probe into the effects of scaffolded feedback on English grammar learning in Chinese senior high school.This study chooses 114 Senior Grade One students in two parallel classes, among which 30 are high-level students and the other 30 are low-level students. Also, all the students are divided into two groups: the experimental group and the control group. All participants take part in a 2- week treatment session.The experimental results are as follows:1) Subjects of the experimental group outperform subjects of the control group in post-test, which shows that scaffolded feedback contributes to higher level of grammar learning.2) There are some differential effects on learning passive voice among high-level and low-level students after receiving scaffolded feedback and recast. Both feedback types have some effects on students with different language levels, but as regard to low-level students, scaffolded feedback gives rise to better passive voice learning.After careful discussion and analysis to the research, the writer finds that through scaffolded feedback, teachers can promote the effectiveness of grammar learning. Meanwhile, scaffolded feedback is statistically proved to be more beneficial to participants with low language levels.The thesis also gives some suggestions about scaffolded feedback in classroom according to the results of the research, and provides some suggestions for further researches based on the limitations of the study.