A Research On Teachers’ Oral Corrective Feedback In Senior High School English Teaching

From last century,the study of interaction in foreign language classroom has aroused researchers’ concern in the field of foreign language acquisition.In various types of interactions between teachers and learners,feedback is an important aspect that covers a very wide range;researches on feedback occupy a core position in the study of foreign language interaction.From the theoretical analysis of interaction hypothesis and IRF interaction model,classroom interaction is an indispensable link in second language acquisition.Among them,the corrective feedback in the interaction has also attracted much attention.Based on Lyster’s definition and classification of corrective feedback,more and more scholars have done researches on corrective feedback from various aspects,and they have also achieved excellent results.These research results have laid a solid foundation for subsequent research.The thesis is aimed to investigate the situation of teachers’ corrective feedback and learners’ uptake.It is based on Lyster’s classification of learners’ errors,the way of categorizing corrective feedback,and the learners’ uptake,exploring the characteristics of teachers’ oral corrective feedback in high school English classes,as well as teachers’ feedback on students in different classes.In this study,it is aimed to find out:(1)What are the features of teachers’ corrective feedback based on learners’ errors in senior high school English teaching?(2)What are the features of learners’ uptake based on teachers’ corrective feedback in senior high school English teaching?This research was carried out in Lianyungang Haizhou Senior High School.All the data collected from senior 1 to senior 3 and cover 6 types of lessons which includes listening lessons,reading lessons,writing lessons,grammar lessons,vocabulary lessons,and revision lessons.The interaction which includes teachers’ corrective feedback will be transcribed.Learners’ errors are classified into 5 types:phonological errors,lexical errors,grammatical errors,the unsolicited uses of first language and irrelevant answers,while teachers’ corrective feedback includes explicit correction,recast and negotiation of forms.And learners’ uptake will cover repair and needs-repairs.After the analysis of data,it could be found that:First,teachers’ corrective feedbacks are relatively concentrated.Recast is the most frequent corrective feedback adopted by teachers while explicit correction is the least.In different lessons,teachers have different preference to corrective feedback.Recast is most frequently used in listening,writing,grammar,vocabulary and revision lessons while explicit correction is adopted most frequently in reading lessons.Second,most of teachers’ corrective feedback can be effectively accepted by leaners.In different lessons,there is difference in acceptance of different corrective feedbacks.In reading,writing and grammar lessons,most of recast and negotiation of form can be effectively accepted while learners more likely to effectively accept negotiation in reading lessons.In vocabulary lessons,most of explicit correction and negotiation of form can be effectively accepted by learners.As a result,teachers should provide proper corrective feedback for learners in order to make it more effective for learners.