Feedback On Oral Error Correction In High School English Classrooms: A Comparative Study Of Teacher Attitudes And Student Attitudes

English Curriculum Standards for Common Senior High School(2017 Edition)put forward clear requirements for senior high school students' oral English ability.Students are required to communicate with others fluently in spoken language.How to give feedback on students' oral errors is a controversial issue in the field of second language acquisition.Corrective feedback is a bilateral process that includes both students and teachers.The mismatch between students' and teachers' attitudes on the type,time,subject,method of feedback may have influence on the effect of feedback and hamper the development of target language.The previous study is mainly focused on college teachers and students,showing less concern on senior high school teachers and students.Therefore,this study adopts quantitative and qualitative methods and aims to find out the attitudes between teachers and students and discuss their differences from 5 aspects:whether to correct errors,the type,timing,subject and methods of feedback,so as to help teachers realize the problems in corrective feedback.Teachers can adjust the methods in time and improve the effect of corrective feedback in English class.In this paper,the subjects are 40 senior high school English teachers from 4 schools in Jining city and 240 senior high school students from the 40 English teachers' classes.The research instruments are questionnaires and interview.The questionnaire is an updated and expanded version of the questionnaires developed by Lyster & Ranta(1997)and Hu Yuezhu(2009).The questionnaires contain student questionnaire and teacher questionnaire.The reliability of teachers' and students' questionnaires from the five aspects of feedback are all above 0.7.The author and four senior high school teachers who participate in the previous questionnaire evaluate the content of the survey together.And the validity of questionnaires is high.At last,with the help of error analysis theories,noticing hypothesis and the interview,the author analyzes why there are differences in the attitudes of corrective feedback between teachers and students.The results show that: firstly,as for whether to correct errors,most teachers and students agree that oral errors should be corrected.But students tend to correct all errors in oral English,while teachers tend to selectively correct students' mistakes.Teachers believe that too much error correction can cause students to lose confidence,while students think that too much error correction will not have negative effect for themselves.Secondly,in terms of the type of error correction,teachers are more inclined to correct students' phonetic errors,while students prefer to correct the grammar errors.Thirdly,about the timing of error correction,most teachers and students prefer delayed-correction to errors after class.However,students prefer to correct errorsimmediately compared to teachers.Fourthly,in respect of the subject of error correction,teachers are more inclined to correct errors by students and peers while the students prefer teachers to correct errors.Fifthly,in regard to the methods of error correction,teachers prefer the way of recast,and students prefer explicit correction.To sum up,there are differences between senior high school English teachers and students in the attitudes of corrective feedback.This research is from the perspective teachers and students to study error correction.At the same time,there are some limitations in this study: firstly,the scope of the questionnaires is limited to 4 high schools teachers and students,which can not represent the whole attitudes of teachers and students to corrective feedback in a holistic way,and the contents of oral corrective feedback is not perfect.In order to make up for those deficiencies in the future research,the following studies should enlarge the numbers and improve the contents of oral corrective feedback.