Study On English Teacher's Oral Corrective Feedback Selection In Senior High School

Since 1970 s,as one form of the classroom interaction between teacher and students,corrective feedback(CF)has attracted more and more attention.Corrective feedback is teacher's reaction or response to student's error.It not only plays a great role in providing students with more opportunities to use what they have learned in class and increasing classroom interaction between teacher and students,but also promotes the accuracy of students using language.Scholars from different fields at home and abroad have conducted a quantity of research on corrective feedback.Most of them have focused on the effect of CF,the classification of CF,the relation among students' errors,English teacher's CF and students' uptake etc..Scholars abroad have paid their attention to or even have studied the corrective feedback in teacher-student interactive classroom,while most scholars in China have concentrated on written corrective feedback.There are lack of studies on CF in English class.Among those studies on CF,some scholars have studied the factors that affect the selection of CF,including students' age,students' errors' type and students' language aptitude etc.,while in terms of studies on CF in China,there is quite a few studies on the relation between English teacher's CF selection and students' English achievement.On the basis of Long's Interaction Hypothesis,Swain's Output Hypothesis and Schmidt's Noticing Hypothesis,this case study aims at studying the current situation of the application of CF in classroom in senior high school,the relation between students' English level and English teacher's CF selection and the attitudes of students from different English level toward CF provided by their English teacher.According to the result of classroom observation,English teacher in English class uses repetition and elicitation most,which are followed by recast and explicit correction,and they use clarification and metalanguage feedback least.What's more,according to the classroom observation and interviews,English teacher does take students' English level into consideration when they provide CF.English teacher tends to use clarification request and repetition to deal with high-achieving students' errors,while English teacher always uses recast and explicit correction to deal with low-achievement students' errors.By analyzing the data of interviews and questionnaire,the results reveal that high-achievement students are satisfied with the current CF type provided by their English teacher,while low-achievement students expect that their errors also can be corrected by elicitation.Thus,the suggestion is that English teacher should learn about students' learning needs and students' English level,and then provide appropriate corrective feedback and teaching direction for different students.