A Comparative Study Of Corrective Feedback On English Classroom Teaching Between Novice Teachers And Experienced Teachers In Senior High School

Research on second language acquisition classroom has claimed that teacher talk performs a crucial role in learners’ learning of the target language.It is argued that teachers’ corrective feedback,as a main part of teacher discourse,will provide more information of the target language to help internalize and improve students’ language system.In recent years,there are plenty of researches about corrective feedback.And there are different aspects of the researches of corrective feedback,such as error types,the types of corrective feedback,learners’ take and so on.This study is focused on the exploring the differences of corrective feedback between novice and experienced teachers in senior high schools.This study tries to answer three questions: 1)What are the differences between the novice and experienced teachers on the timing of corrective feedback? 2)What are the differences between the novice and experienced teachers on the types of corrective feedback? 3)Are there any differences between the views of corrective feedback and classroom teaching of novice and experienced teachers?In order to answer these questions,the author did a research by making use of questionnaires and classroom observation.Data were collected from 23 novice teachers and22 experienced teachers from two senior high school in Qin’an County,Gansu Province.And data were analyzed by SPSS 23.0 and Excel.The study shows that there are some differences in timings and types of corrective feedback of novice and experienced teachers.Firstly,there is a significant difference in view of “immediate correction” between the novice and experienced teachers.Most of experienced teachers think that teachers should give corrective feedback immediately when learners make errors.But most of novice teachers don’t think so.Secondly,there is another significant difference in using “explicit correction” between novice and experienced teachers.Most of novice teachers don’t think they should point out the error straightly when learners make errors,but most of experienced teachers have opposite ideas.Thirdly,there are some differences in timing and types of corrective feedback between the view and the classroom teaching of novice and experienced teachers by comparing the results of questionnaire andclassroom observation.In timing of corrective feedback,most of novice teachers think that they shouldn’t correct errors immediately,but they do the opposite.Besides,both some novice and experienced teachers think that giving corrective feedback after class is necessary,but no one do so during the process of this study.In types of corrective feedback,experienced teachers are willing to use different types in the class,while not each of corrective feedback is selected in the class due to objective limitation.This study provides some ideas of corrective feedback for teachers.In addition,there are some limitations in this study.