A Study On The Effect Of Recasting And Prompt Feedback On The Acquisition Of English Inverted Sentences By High School Students

As an important part of English classroom teaching,corrective feedback has attracted the attention of many researchers and teachers in recent decades.Recasts and prompts are two types of highly used corrective feedbacks,and the comparative study on their effectiveness has also aroused great interest among researchers.However,there are still divergent opinions on the effectiveness of the two types of corrective feedbacks.In recent years,many studies have begun to focus on the acquisition of a single grammatical item to explore the effectiveness of corrective feedback,but there are few studies on English inverted sentences.At the same time,the influence of L2 proficiency on the effectiveness of corrective feedback needs to be further studied.Therefore,based on the interaction hypothesis and attention hypothesis,this study investigates the influence of recasts and prompts on high school students' acquisition of English inverted sentences and the moderating effect of English proficiency on the influence under the EFL teaching environment.Specific research questions are as follows:(1)What are the immediate and delayed effects of recasts and prompts on the acquisition of English inverted sentences by senior high school students? Is there a significant difference between the effectiveness of the two feedbacks?(2)How does senior high school students' English proficiency affect the effectiveness of recasts and prompts on the acquisition of English inverted sentences?In this study,90 students from a high school in Jining were chosen as the research subjects and separated into three groups(30 subjects in each group): recasts group,prompts group and control group.The research process is “pretest-experiment-immediate posttest-delayed posttest”,which lasted for eight weeks.Based on their scores in the pretest,the subjects were separated into 45 high language proficiency and 45 low language proficiency students who were equally divided into three groups.During the experiment,the teacher corrected the mistakes of different groups of learners differently.After all the tests,2 subjects(one subject of high language proficiency and one subject of low language proficiency)were respectively selected from the three groups for an in-depth interview.In this study,SPSS 25.0 was used for statistical analysis of the data.Descriptive statistical analysis,one-way ANOVA and non-parametric K-W test were used to process the research data,and the following conclusions were drawn:First,recasts and prompts have positive immediate and delayed effects on the acquisition of English inverted sentences by senior high school students,and there is no significant difference between the effect of the two feedbacks.Second,the language proficiency of senior high school students affects the effectiveness of recasts and prompts feedbacks on English inverted sentences acquisition,and the effects are different: in both the immediate posttest and the delayed posttest,for senior high school students with high language proficiency,recasts and prompts have a positive effect on their acquisition of English inverted sentences,and there was no significant difference in this effect;as for those with low language proficiency,compared with recasts,prompts are conducive to their acquisition of English inverted sentences,that is,prompts are more effective than recast.This study will not only provide guidance for English teachers to choose appropriate types of corrective feedback and improve the effectiveness of English grammar teaching in senior high schools,but also lay a practical foundation for further research in this field.