An Investigation Of Teachers' Corrective Feedback In Chinese Junior High School English Classroom

In the process of second language acquisition,the phenomenon of spoken errors is very common.The question about how to treat the students' spoken errors is the key point of linguists' research.Scholars at home and abroad have generally agreed on error correction.Error to a certain extent,reflects the learners' language ability.Teachers can infer students' level according to errors made by them and adjust the teaching methods,so as to improve the standard of learners' English.The error correction strategies used by teachers should ensure the effectiveness without affecting students' learning motivation.The present study collects data by classroom observation,questionnaires and interviews.It aims to research that if the error correction strategies used by teachers in actual teaching situation are consistent with the expectations and preferences of students and teachers.This study is divided into five parts.Chapter One is introduction,introducing the background,the significance and the framework of the study.Chapter Two is literature review,which mainly introduce the concepts and theoretical foundations of error correction,the attitude to error correction,the method of correction and the attitude to correction feedback abroad and at home.Chapter Three is about the design of the study.The subjects are from three junior middle schools in Bazhou,including 6 teachers and 137 students in Grade Two in second middle school and 34 teachers from three junior middle schools.Chapter Four is about the classroom observation and questionnaire data processing,analyzes the interview and discusses the results.It shows that teachers and students hold positive attitude to error correction,but there are differences of specific strategies between attitudes and actual behavior.Chapter Five sums up the study,supplies suggestions for teaching and points out the shortcomings of this study.