A Study On Teachers' Corrective Feedback And Students Uptake In Senior High School's Reading Lessons

In recent years,researchers have paid more and more attention to the study of the interaction in the second language class.Besides,teacher's feedback has also become an eye-catching field which attracts much attention from scholars home and abroad.As an important part of teachers' feedback,corrective feedback can promote learners to reflect on their own words and modify the language output,which can help them improve the efficiency of language learning.This paper focuses on the relationship between teachers' corrective feedback and students' uptake,and the attitudes of teachers and students toward errors and corrective feedback in senior high school's reading lessons.The present study tries to disclose three questions: 1.How are the types of corrective feedback distributed in terms of different errors ? 2.What are the characteristics of the student's uptake according to different corrective feedback? 3.What are the differences between students and teachers attitudes towards corrective feedback and language errors? The first two questions are answered by classroom observation and the last question is answered by questionnaire.On the basis of interaction theory and noticing hypothesis,this paper adopts Sheen's(2011)classification about corrective feedback.This study observes four classes 270 students and four teachers in Huixian Number 1 Senior High school.The data analysis of transcription involves 16 lessons which amounts to 640 minutes.Then the author carries out the questionnaire among 270 students and 18 teachers.In addition this paper use SPSS17.0 software to analyze the different attitudes between teachers and students towards error and corrective feedback.The present study finds that: 1.The teachers provide seven types of CF in terms of students errors.Grammatical errors are the errors that students make the most,and the next one is lexical errors,and the last one is phonological errors.As for grammatical errors,teachers tend to use explicit correction;For lexical errors,teachers are more inclined to adopt clarification request;For phonological errors,teachers are likely to adopt recast.2.For the relationship between teachers' corrective feedback and students' uptake,this study find that most of the corrective feedback can induce students' uptake.In the case of grammatical errors,the highest rate of students' repair is caused by meta-linguistic feedback;As for lexical errors,clarification can lead to higher repair rate.For phonological errors,recast can lead to higher repair rate.3.The students' willingness to error correction is significantly greater than that of teachers;The majority of students believe that each type of errors should be corrected,but teachers do not agree;In terms of seven kinds of corrective feedback,most teachers tend to use clarification and repetition.However,most of the students hope that teachers can correct their mistakes with explicit and meta linguistic feedback.