A Study On Students’ Preference Of Teachers’ Oral Corrective Feedback In Senior High School English Class

As an important part of teacher-student interaction in foreign language classroom teaching,teachers’ corrective feedback has always been a hot topic in the field of second language acquisition.In the process of language learning,teachers’ corrective feedback is an important method for students to correct language errors.Among these research,the relationship between teachers’ corrective feedback and learners’ individual differences began to be noticed by some researchers.Research on related topics has been carried out at abroad,but the research background is mainly based on ESL context,and the research results are not fully applicable to the EFL context.Similarly,a certain amount of research has also been done on teachers’ corrective feedback in China,but the relevant research is relatively rare.In addition,middle-school English classroom takes an important place in China’s basic education,the research needs to pay more attention to it.This study,adopting the classification of corrective feedback proposed by Lyster & Ranta and based on the theory of Error Analysis,Interaction Hypothesis and Noticing Hypothesis,aims to investigate the students’ preference of teachers’ oral corrective feedback in senior high school English class in EFL settings.The study aims to explore the following three questions:(1)What is students’ preference for teachers’ oral corrective feedback?(2)What is the different preference of students with different learning proficiency for teachers’ oral corrective feedback?(3)What is the different preference of students with different personality for teachers’ oral corrective feedback?This study,carried out in a demonstration high school in Dazhou City,adopts the questionnaire and interview as research methods.In the study,185 students are surveyed and 10 students with different learning proficiency and personality are interviewed.The research results show that:(1)All students emphasize the necessity of teachers’ corrective feedback;and for the content of corrective feedback,students think grammatical errors should be corrected at first,while the correction of phonetic errors is ignored;as for the types of corrective feedback,explicit correction,recast and metalinguistic feedback are the most popular types among students.(2)Students with different learning proficiency recognize the necessity of teachers’ corrective feedback;there is no difference in the content of corrective feedback among students with different learning proficiency,grammatical errors are expected to be corrected firstly by all students;in terms of the types of corrective feedback,low-level learners tend to the type of explicit correction,and middle-level and high-level learners are inclined to the types of metalinguistic feedback and recast.(3)Students with different personality also reckon the necessity of teachers’ corrective feedback;in terms of content,grammatical errors are still placed in the first place by students;as for the types of corrective feedback,introverted students want teacher to correct errors by means of recast and metalinguistic feedback,but extroverted students prefer the type of explicit correction.Based on the above findings,some suggestions are proposed: firstly,teacher should correct language errors made by students in class instead of ignoring these errors;Secondly,teacher should not only correct students’ grammatical errors,but also emphasize the importance of phonetic errors that are ignored by students;Finally,teacher should use different types of corrective feedback to correct students’ errors according to students’ individual differences.