Recast And Clarify The Research On The Learning Effect Of The Relative Pronouns Of The Attributive Clauses Of High School Students

In senior high school English teaching,attributive clause is one of the grammatical areas of focus.However,many students often make mistakes in the use of relative pronouns in attributive clause.This is because there are obvious differences in the attributive clause between Chinese and English.Students are greatly influenced by their mother tongue so they can't distinguish the sentence components correctly,and then they can't choose the relative pronouns correctly.Additionally,if the teacher corrects the wrong output of the students improperly,it will bring more confusion to students and hinder their English learning.Recast and clarification request,as the two frequently used types of corrective feedback,have become a big concern of researchers at home and abroad in recent years.The contrastive study of the effectiveness of these two types of feedback has also aroused great interest of researchers,but most of the studies are limited to L2 acquisition of such grammatical forms such as articles,verb past forms,general questions and so on.There are only few ones on relative pronouns in attributive clause.This study focuses on the attributive clause and discusses the different effects of recast and clarification request on Chinese high school EFL learners' acquisition of relative pronouns.The research questions of this study are as follows:(1)As for the recast and clarification request,what's the immediate and delayed effect on the learning effect of relative pronouns in senior high school?(2)As for the recast and clarification request,whether they have any difference or not and what's the difference between the immediate influence effect and the learning effect of relative pronouns in attributive clause?(3)As for the recast and clarification request,whether they have any difference or not and what's the difference between the delayed influence effect and the learning effect of relative pronouns in attributive clause ?This study involved 60 high school students from an educational institution in Shandong province.The researcher divided them into two groups,the recast group and the clarification request group,for empirical study.The study last three-week period,including one pre-test,six rounds of task-based diagnostic activities,one immediate post-test and one delayed post-test.In the six-round task-based diagnostic activities,the researcher provided recast feedback to the mistakes of learners from the recast group and clarification request feedback to the mistakes of learns from the clarification request group.On the basis of the statistical analysis of the results with the descriptive statistics,paired sample t tests and independent sample t tests,the following conclusions are drawn:1.First,researcher compared the results of pre-test and immediate post-test of two groups,it is found that both the recast feedback and the clarification request feedback had a significanteffect on the immediate acquisition of relative pronouns in attributive clause.Then,researcher compared the post-test results of the two groups and found that there was no significant difference between the two groups in the immediate effect of the recast feedback and clarification request feedback on the learners.2.First,teachers compared the results of pre-test and delayed post-test of the two groups and found that both the recast feedback and the clarification request feedback had a significant delay-promoting effect on the acquisition of relative pronouns in attributive clause.Secondly,teachers compared the delayed post-test results of the two groups and found that the clarification request has a more significant delay-promoting effect than that of the recast.In other words,the effect of clarification request on the learning effect of relative pronouns is more lasting.The results of this study suggested English teachers should adopt different feedback methods according to different teaching stages in the teachings of relative pronouns in attributive clause.What's more,teachers should analyze and summarize the use of their own classroom feedbacks,and guided students self-correct their own language errors.At the same time,teachers should create more interaction and output opportunities for students to promote the efficiency of English teaching.