Effects Of Teacher’s Oral Corrective Feedback On Senior High School Students’ Willingness To Communicate In English Class

L2 willingness to communicate（WTC）,as a predicative individual psychological factor to actual communication behaviour,has been increasingly receiving an attention in studies of second language learning.Recent studies have shown that L2 WTC is a join effect of different variables,such as individual variables and contextual variables.Error correction as a contextual variable has been discovered affecting students’ L2 WTC,while little research has investigated the specific mechanisms of such influence.For Chinese students,most communicative opportunities with second language happen in classroom.Considering the role of teacher as the primary facilitator in the classroom,the effects of teacher’s error correction on student’s L2 WTC in classroom need to be explored.The present study examined the influence of teacher’s oral corrective feedback（OCF）on senior high school student’s L2 WTC in EFL classroom context and how these students view different types of OCF in relation to their L2 WTC.It also investigated current situation of student’s L2 classroom WTC in senior high school.The study used a mixed method of both qualitative and quantitative researches,involving WTC scale on students’ L2 classroom WTC,a questionnaire surveying students’ beliefs on OCF types related to WTC and semi-structured interview to deal with the controversy about the tie between OCF types and L2 WTC.Three research questions were addressed:1)What is the current situation of senior high school students’ WTC in the English classroom?2)How OCF types（explicit OCF and implicit OCF）affect senior high school students’ L2 WTC in classroom across three grades（senior one,senior two and senior three）,and is there interaction effect between the grades and OCF types?3)What are the views of senior high school students about teacher’s OCF and the relation between OCF types and L2 WTC?Is there difference among three grades concerning the views?One intact class from each of three grades（3 classes in sum with totally 132 students）in a senior high school in Chongqing were selected to participate in this study.WTC scale was administered firstly to obtain current situation of students’L2 classroom WTC.After teacher’s two sessions of treatment（implicit and explicit corrective feedback）,students’ L2 willingness to communicate was assessed again.Then the questionnaire was issued to investigate students’ attitudes to OCF types and L2 WTC.Finally twelve students（2 male and 2 female students in each grade respectively）were randomly selected to receive a semi-structured interview.The main findings of present study indicated:1)students generally showed low willingness to communicate in English;2)teacher’s oral corrective feedback could promote senior high school students’ L2 classroom WTC.And explicit type was more effective than implicit one.In addition,repeated measures of ANOVA revealed no significant difference between grades and corrective type.3)Students were found to be positive to error correction,especially for Senior One and Senior Two students.Explicit and immediate correction was preferred by students.Further,elicitation,metalinguistic feedback and explicit correction were students’ most preferred types of OCF,and elicitation was perceived as the most contributory corrective feedback to students’ L2 WTC.While recast was claimed the least contributory.The findings of this study are not only consistent with previous studies that error correction had impact on L2 WTC,but also ascertain how OCF types influence second language learner’s WTC in the classroom.This study can enhance teacher’s awareness about corrective feedback,and provide appropriate OCF strategies to develop students’ willingness to communicate in English classroom,and further facilitate L2 development.