The Pedagogical Effects Of Corrective Feedback Timing On Foreign Language Learners

In this research,the researcher compares the teaching effects of corrective feedback on 160 English learners in Grade Eight with different proficiency levels after receiving corrective feedback.The purpose of this study is to explore the pedagogical effects of corrective feedback timing on foreign language learners of different proficiency levels when they learn the knowledge of past passive tense.In this study,the research methods are mainly Elicited Imitation Test and Grammaticality Judgment Test.During the EIT,the researcher uses video recorder to record the classroom teaching,so that the researcher can collect and analyze data after the experiment.In the part of Grammaticality Judgment Test,the test is divided into two parts,pretest and posttest.Pretest One is mainly based on the last semester's examination results.The purpose of this is to divide students into two levels,high level and low level.Pretest Two is to test whether students have mastered the past passive tense.Post-test mainly uses scores to test the effect.After collecting and analyzing the test results of each group,the results show that the two kinds of corrective feedback have different effects on different levels of foreign language learners.For the communicative group,there is no significant difference between the pretest and posttest,which indicates that the teaching effect benefits from two types of corrective feedback,rather than the communicative task itself.For immediate corrective feedback group,the number of error is more than the group which receives the delayed corrective feedback when students retell the stories.This phenomenon may be due to the learner's learning background,learning level,mental state or the difficulty of the task itself.For low-level learners,immediate corrective feedback is effective for them but delayed corrective feedback has no function.For high-level learners,immediate corrective feedback and delayed corrective feedback play an important role in their learning.Through the data collation and analysis,combined with previous research results,the researcher believes that two types of corrective feedback timing play a significant role when students learn the grammar points.In the actual teaching activities,the teacher should consider the level of students,the difficulty of knowledge points and other specific circumstances.Then they choose the correct way to give students feedback,and improve the quality of teaching.