A Study On Novice And Experienced English Teachers On Corrective Feedback In Senior High School

Corrective feedback as a hot topic in the field of second language acquisition has also aroused the curiosity of language researchers and researches are carried out from different angles.Teachers' corrective feedback could promote the development of learners' second language proficiency,which has been widely accepted.Data and findings in this study also confirmed that the corrective feedback language teachers have a positive impact on improving learners' language proficiency level.Foreign researchers have carried out a lot of studies.However,researchers have mainly from the angle of the theoretical perspectives and few empirical classroom interaction studies are conducted in China.The paper explores the using of corrective feedback in the process of interaction among the novice and experienced teachers in English classroom in No.3 Senior High School in Yining.It analyzes the types and characteristics of corrective feedback used by teachers.It is argued that the different types of corrective feedback used by experienced and novice teachers and it can play a different part in the level of language learning.This study was based on Lyster & Ranta(1997)study of corrective feedback.The corrective feedback types are divided into six types,explicit,recast,elicitation,meta-linguistic,clarification and repetition.Corrective feedback in four ways(meta-language feedback,request,clarification and repeat)also known as the negotiation of meaning.The errors are divided into three categories,namely,grammatical errors,phonological errors and lexical errors.The data of the present study are collected from the classroom observation of eight English lessons in No.3 Senior High School in Yining.All of eight teachers in the senior one English office.Each of them has forty-five minutes are observed.The classroom observation altogether three hundred and sixty minutes are recorded.The purpose of the observation of the classroom is to obtain the using of corrective feedback by novice and experienced teachers.After the classes,the teachers were interviewed,aimed at further learned that different seniority of teachers' attitudes toward corrective feedback.The major findings are presented as follows:1)According to the teaching experience,the proportion of corrective feedback used by experienced teacher is more abundant.2)Negotiation of meaning is the type most preferred by experienced teachers.Explicit and recast is the feedback type most preferred novice teachers.3)Grammatical error is the most frequent type of errors is responded with experienced teachers.Phonological error is the most frequent type of errors responded with novice teachers.4)Most teachers give a positive attitude towards the using of corrective feedback.Corrective feedback has an impact on language learning process.