Explicit And Implicit Corrective Feedback On English Grammar Teaching In Senior High Schools

The purpose of the thesis is to study the effects of explicit and implicit corrective feedback on English grammar teaching in senior high school by taking attributive clause as an example.According to Error Analysis,Interlanguage Hypothesis,Input Hypothesis and Noticing Hypothesis,the writer carried out the research among 80 students who come from two classes in grade one,No 60 senior high school and respectively applied explicit corrective feedback and implicit corrective feedback to the two classes in teaching attributive clause.By doing pretest and posttest about attributive clause,and a questionnaire after them,the author intended to explore the following two questions:(1)Is explicit corrective feedback more effective than implicit corrective feedback in EFL students' learning of attributive clause?(2)What are the students' attitudes toward corrective feedback in English grammar teaching ?The author collected the data from pretest,posttest,and questionnaire,analyzed the data by using the SPSS 16.0 and then got the following findings:First,explicit corrective feedback is indeed more effective than implicit corrective feedback in improving EFL students' scores during learning attributive clause.Second,although most of the students agreed or strongly agreed corrective feedback in English grammar teaching,in terms of the attitudes toward explicit corrective feedback and implicit corrective feedback,most of the students from both of the classes,who received explicit and implicit corrective feedback respectively,held the same view that they preferred implicit corrective feedback to explicit corrective feedback.The result is consistent with some researchers' conclusion.In addition,it reflects that most of the students would like to be guided by the teacher step by step or be given some gentle hints now and then to experience the course of correcting errors by themselves when they make errors.What's more,they can also clearly know why they should correct errors like that and how they can get the right answer.In the end,considering the results from the research,the writer suggests that explicit corrective feedback and implicit corrective feedback should be combined in teaching English grammar,which can satisfy different students' various needs.