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A Case Study On The Relationship Between Pre-service English Teachers' Beliefs And Classroom Practices About Corrective Feedback

Posted on:2019-06-05Degree:MasterType:Thesis
Country:ChinaCandidate:X X ShaoFull Text:PDF
GTID:2405330548467015Subject:Subject teaching
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In the stage of development of foreign language learning,learners will inevitably make various language errors when using the target language.Corrective feedback is not only an effective tool for teachers to interact with students in the classroom,but also has a profound impact on the students' language input and output.Teachers' beliefs about corrective feedback greatly affect their classroom practice of error correction and the interaction between teachers and students,both of which are closely related to students'second language development.Therefore,it is of positive and practical significance to probe into teachers' beliefs and practices toward corrective feedback as well as the inner relationship.At home and abroad,considerable achievements have been made both in teachers'corrective feedback.Nevertheless,few researchers have proved into the relationship between teachers' beliefs and practices especially on the relationship between the two among pre-service English teachers.In view of this,the present study based on Lyster and Ranta's(1997)categorization framework of corrective feedback as well as other related studies,figuring out the current situation of pre-service English teachers' beliefs and practices about corrective feedback so as to analyze the relationship between the two,in hope of deepening the perception of teachers' underlying thoughts and putting forward some feasible suggestions for teacher practice and teacher training.This study,concentrating on four pre-service teachers of English Education from CCNU,conducted four case studies through qualitative analysis including semi-structured interview,classroom observation and stimulated-recall.The study tries to address three research questions:(1)What are pre-service English teachers stated beliefs about corrective feedback?(2)How do pre-service English teachers provide corrective feedback in classrooms?(3)To what extent are pre-service English teachers' beliefs about corrective feedback congruent or incongruent with their classroom practices?Based on the analysis,the major findings are summarized as follows:(1)Teachers' beliefs about corrective feedback had both the same and dissimilarities:?Effectiveness:All teachers agreed that corrective feedback is crucial to promoting students' second language development.In addition,most teachers considered whether errors are related to the teaching focus,time constraints,types of activities and other factors to decide whether to correct errors;? Error types:All teachers were concerned about phonological errors,lexical errors and grammatical errors,but their emphases were different;? Timing:Most teachers believed delayed correction was more effective than immediate correction;? Agent:All teachers agreed that both teachers and students could be the agent of error correction;?Strategy:Most teachers thought highly of recast and repetition while it was hard for them to employ clarification request and metalinguistic feedback.(2)Teachers applied different methods to provide corrective feedback,and some of them integrated various strategies into a whole.Among them,recast ranked the first,followed by repetition,and the proportion of explicit correction,elicitation,clarification request and metalinguistic feedback was less.(3)Teacher 's beliefs greatly affected their classroom practices and thus remained consistent,but there were also inconsistencies.The divergence revealed that teachers'vacuity of corrective feedback,conflicts of the sub-beliefs,student' demands and responses,class dynamics,mentors' influence and teacher' attention to NECS and exams caused the inconsistencies accordingly.In view of the above findings,this study provided some suggestions related to how to optimize pre-service English teachers' teaching in the end:(1)Pre-service English teachers themselves need to obtain articulated perception of corrective feedback and to understand students' needs and preferences for error correction so as to promote their second language development by employing the most effective strategy flexibly.(2)Teacher educators and mentor teachers should improve the educational master programs and training programs and strive to provide them with abundant opportunities to participate in teaching practice.(3)Teaching researchers should investigate the status quo of pre-service teachers'beliefs and practices toward corrective feedback and enact relevant training courses.
Keywords/Search Tags:Pre-service English teacher, Corrective feedback, Teacher belief, Teacher practice, Relationship
PDF Full Text Request
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