A Study Of Teachers' Corrective Feedback And Students' Uptake In Junior Middle School EFL Lessons

In recent years,researchers have paid more and more attention to the study of the discourse in English class,and as an important part of teacher's discourse,teacher feedback is not only an important way for teachers to communicate with students,but also an important source for students to input and output.Therefore,teacher's feedback has also become an eye-catching field which attracts attention from domestic and foreign scholars.However,most previous studies take teachers and students in colleges and universities as the research objects to study and mainly apply normative research.Therefore,based on the above theoretical and practical studies,this study aims at systematically discussing teachers' corrective feedback and students' uptake in junior middle school EFL lessons by the method of empirical research.Oriented to the problems of neglecting teacher's selection of corrective feedback in junior middle school EFL teaching practice and relevant research,the present study attempts to systemically explore teachers' corrective feedback and students' uptake in junior middle school EFL lessons in Yantai Middle School in terms of the questionnaire and focus observation of strategy use,its impacts on the distribute of types about students' errors and the teachers' corrective feedback in junior middle school,students' uptakes toward different feedbacks,and the attitudes of teachers and students towards corrective feedback,so as to implement or improve EFL teaching strategy instruction on the basis of the findings.It is carried out in the light of Hu Zhuanglin(2002)'s definition and classification of errors,Sheen(2011)'s classification of corrective feedback,and Lyster& Ranta(1997)'s classification of student's uptake;on the basis of interaction theory,output hypothesis and noticing hypothesis.It uses as subjects of study 232 second grade junior middle school students selected from Yantai Middle School,employs as instruments of focus observation,video clips transcription and questionnaire on the use of study both teacher and student's attitudes toward corrective feedback,applies Excel 2015,SPSS as instrument of statistical analysis,and adopts a comprehensive procedure integrating quantitative with qualitative analysis.Results generated from the study demonstrate:(1)Students make the most errors in grammatical field,following in lexical and phonological areas.Towards them,teachers use different corrective feedbacks: They usually tend to use explicit correction for grammatical errors;For lexical errors,teachers are more likely to use clarification request;Also,teachers are inclined to adopt recast for phonological errors.(2)The number of teachers' corrective feedback is positively correlated with the rate of students' repair.In the case of grammatical errors,meta-linguistic feedback is used;for lexical errors,clarification can lead to higher repair rate;as for phonological errors,the highest rate of students' repair is caused by recast.(3)The students' willingness to error correction is significantly greater than that of teachers: Most of students hold that all errors should be corrected in EFL lesson,which is inconsistent with teachers' opinions.Also,In terms of seven kinds of corrective feedback,most teachers are likely to use clarification and repetition while the majority of the students hope that their errors could be corrected with teachers' explicit and meta-linguistic feedback.The present study is hopefully significant both to the practice of junior middle school EFL teaching and to relevant studies.Practically,its findings may be used as the basis for the implementation or improvement of teacher's selection on corrective feedback in junior middle school EFL teaching.Academically,this study may help to remedy the inadequate study of teachers' corrective feedback and students' uptake in junior middle school EFL lessons.