The Comparative Study Of Teachers' Negative Feedback In Junior English Listening-speaking And Reading Class

In the field of Second Language Acquisition,teacher's classroom discourse is one of the hottest research topics for the present.As an important part of teacher's classroom discourse,negative feedback is of great significance in promoting learners' language acquisition,which attracts many scholars' attention.By referring to the related documents,it is obvious that most domestic studies on teacher's negative feedback focus on a course type.In order to improve the level of teacher's professional skills and make teachers realize the importance of rational use of negative feedback in different lesson type,the author does the comparative research on English teachers' negative feedback discourse between listening-speaking class and reading class,which can make teachers learn from each other and improve the teaching efficiency.The present study employs both quantitative and qualitative methods.Through classroom observation,audio-recording and questionnaire,the present author chooses six junior high school teachers for the research.Teachers are classified into novice group,proficient group and expert group.Two types of classes given by the teachers are recorded,one is listening-speaking class and the other one is reading class.This paper aims to study the following issues:(1)What are the current situation and categorical distribution of negative feedback discourse in junior high school?(2)What are the differences of negative feedback used by different kinds of teachers in junior high school?(3)What are the differences of negative feedback teachers used in different class types in junior high school?The findings are shown as follows:(1)Teachers can take advantage of various types of negative feedback in junior school.Among all the types,the utilization rate of metalinguistic clues is the highest and explicit correction is slightly below the metalinguistic clues,occupying the second highest;(2)The proportion of active and passive negative feedback is roughly equal between novice group and expert group.However,the rate of active negative feedback in proficient group is higher than the other two groups;(3)Lesson type has little effect on the total amount of negative feedback discourse.The percentage of active negative feedback in reading class is lower than that in listening-speaking class.On the contrary,the rate of passive negative feedback is higher in reading class.In terms of the utilization of negative feedback categories in these two classes,the biggest difference is the use of question feedback;(4)To proficient group and expert group,the distribution of active and passive negative feedback in listening-speaking class is similar to that in reading class.However,the distribution varies greatly in novice group.Between the two lesson types,explicit corrections are used differently in novice group while metalinguistic clues and question feedback are used differently in proficient group.And Recast appears differently in expert group in two class types.In short,English teachers should learn more theoretical knowledge about negative feedback constantly.They need learn from each other and adjust the use of negative feedback based on different teaching targets,teaching contents and lesson types.The appropriate form of negative feedback is chosen with caution considering students' language proficiency and emotional attitude.