Effects Of Different Corrective Feedback On Acquisition Of English Attributive Clauses For Senior High School Students

In recent years,corrective feedback in the field of second language acquisition has become so a significant issue that a lot of researchers generally focus their much attention on this issue at home and abroad.Numerous studies indicate that in the interaction of classroom teaching in second language,corrective feedback plays the very essential role in the second language development.Prompt and recast,as the two most frequently used error correction feedback strategies,have also attracted great interests of researchers.Consequently,based on some relevant theories,the present study explores the different effects of different corrective feedback(recast & prompt)on the acquisition of English attributive clause for senior high school students.In addition,this study also discusses the impact of students' language proficiency and the effects of recasts and prompts.Specific research questions are as follows:(1)What are the different effects of different corrective feedback(recast & prompt)on the learning of English attributive clause for senior high school students?(2)Do students' language proficiency have influence on the effects of recasts and prompts?The study adopted the pretest-immediate post-test-delayed post-test design.The experiment lasted eight weeks.A total of 60 high school students from Qin'an Second Middle School,Tianshui City,Gansu Province were selected as study participants including 30 students who have the relevant high language level and 30 students who have the relevant low language level.They were divided equally into three groups(20 in each group): recast group,prompt group(clarification request),and control group.During the experiment,the recast group and prompt group both participated in the task and received two different forms of feedback.The control group participated in the task but did not accept any forms of feedback.The data obtained from the tests were mainly analyzed by SPSS(version 18.0),mainly using descriptive statistical analysis,one-way ANOVA and so on.The main findings of this thesis are:(1)The results reveal that as for the learning of the attributive clause,two feedback groups show superiority over the control group in the two post-tests.Namely,the recast group and prompt group can both assist students to learn the attributive clause.In the immediate post-test,the results indicate that two feedback groups do better than control group in the acquisition of the English attributive clause.Meanwhile,there is the superiority of prompt over recast.What's more,in the delayed post-test,the results show thatdifferences among three groups are significant.In addition,prompt shows superiority over recast.All in all,the results reveal that as for the acquisition of English attributive clause,prompts are better than recasts whether in the immediate post-test or in the delayed post-test.(2)Learners' language proficiency has the significant influence on the effects of recasts and prompts..The present study reveals that high-level students benefited equally from the recast and prompt.However,low-level students benefited from prompt.Based on the above findings,this thesis provides some teaching implications for the English classroom teaching in China.In the teaching process,teachers should provide appropriate CF on learners' language errors.In addition,teachers should also take into account the language proficiency of learners and adopt clear and proper CF.What's more,teachers need to tolerate learners' temporary language errors and provide learners with more time and opportunity to motivate them to find out their own language errors and correct their mistakes.At the same time,teachers should try their best to use more effective ways to help students not only aware of their own language problems,but also help students improve their second language proficiency.