A Study Of The Application Of Teachers' Corrective Feedback In The Classroom Of Senior English Reading

In the field of Second Language Acquisition research,classroom discourse has drawn widespread attention of many researchers.As an important part of teacher talk,corrective feedback plays a positive role in facilitating learners' language learning.However,the corrective feedback research taking high-school students as subjects is not sufficient,and there are few specific analyses on a certain type of lesson.Thus,this thesis attempts to study the application of teachers' corrective feedback in the classroom of Senior English Reading based on the analytic model conducted by Lyster & Ranta,in order to help English teachers realize the importance of using corrective feedback properly,and to provide some reference for the efficiency of corrective feedback as well as the efficiency of English Reading classroom teaching.The present study employs both quantitative and qualitative research methods.Six Senior English teachers are chosen from a high school in Zhangzhou as research subjects.After the classroom observation,audio recording and transcription of the eighteen English Reading lessons(three lessons each),the author also investigates the teachers and students' attitude and preference towards corrective feedback by questionnaire survey,which aims at finding out the methods and characteristics of teachers' corrective feedback in the classroom of Senior English Reading.The findings are shown as follows:(1)In the classroom of Senior English Reading,the overall proportion of corrective feedback to students' errors is 75.65%,which is relatively high.The errors teachers correct include phonological errors,lexical errors,grammatical errors and discourse comprehensive errors.The rate of corrective feedback varies with types of error;(2)Teachers use a combination of different ways of corrective feedback in English reading lessons.Among these ways,recast is used most frequently,up to 49.43%.Error types are closely related to ways of corrective feedback: phonological,lexical and grammatical errors usually lead to recast,while discourse comprehensive errors to meta-linguistic feedback and elicitation;(3)The overall rate of student uptake is approximately 50%.Waysof corrective feedback have certain impact on student uptake: clarification request and repetition are proved to be the most effective ways in initiating uptake,whereas recast leads to the lowest rate of uptake despite its highest frequency of use.Students' repair of errors is also influenced by ways of corrective feedback.The findings of the study provide some enlightenment for the teaching of Senior English Reading.