A Study Of The Effectiveness Of Teachers' Corrective Feedback In The English Exercises Class In Senior High School

The interaction between the teacher and students is the main form of learning as the classroom is the main place of students' learning,as a result teachers' discourse has drawn great attention.Teachers' corrective feedback,as an integral part of classroom discourse,can promote students' language learning.In the background of senior high school exercises classroom,there are few researches on the effectiveness of corrective feedback in China.Based on the analytic model of Lyster and Ranta,this study divides students' errors into pronunciation error,lexical error,grammar error and discourse error,and divides teachers' corrective feedback into explicit correction,recast and form negotiation.Through the discussion of the effectiveness of teachers' corrective feedback in English exercise classroom in senior high school,the study tries to find out what type of corrective feedback is more effective for different types of errors in order to help teachers to make the most effective correction for mistakes in students' expression through effective corrective feedback input in the exercise classroom.In this study,four teachers and four classes in the Attached Senior School of Shandong Normal University were observed and recorded in 32 exercises' classes.After the observation,a questionnaire was conducted for all the students in four classes and 16 teachers of senior one and senior two,to explore the attitude of teachers and students to teachers' corrective feedback and the factors that affect the effectiveness of teachers' corrective feedback.The major findings are as follows:(1)The correction rate is 80%,which indicates that most of the students' errors have been corrected by teachers.The students made the most grammatical errors in class,and the rate of correction was the highest.(2)Faced with different kinds of errors,teachers adopt different types of corrective feedback to correct them.For pronunciation errors,teachers like to use the way of restatement to correct;for grammatical,vocabulary and discourse errors,teachers like to use the way of form negotiation to correct.The rate of students' acceptance of teachers' corrective feedback is 76%,of which the correction rate is 55%.Formal negotiation leads to the highest correction rate,and formal negotiation leads to the most grammatical and text correction;Explicit correction leads to the most pronunciation and lexical correction;the restatement has the lowest correction rate.(4)Teachers and students have different attitudes and preferences for corrective feedback,but they hold the same opinion towards the effective way to correct students' errors.According to the research,there are some implications: teachers should enhance their learning of theoretical knowledge and summarize the best way of corrective feedback in practice.In the classroom teaching,teachers can make a quick judgment according to the type of the students' errors and take the best way to correct it.The teachers should strengthen the communication with the students,and understand the students' opinions on the corrective feedback of the teachers,and take full account of the effect of different types of factors on the teachers' corrective feedback.It can reduce students' emotional anxiety and increase the effectiveness of teachers' input.This study has some implications for improving the effectiveness of corrective feedback in English exercises classes in senior high school.Also there are some defects,which affect the validity of the research results because the research duration is short,the sample data is small.In the future research,the study should extend the research duration and expand the research scope,so that the research results will be more convincing.