| This study explores relationship between teacher feedback, learners'noticing of L2 forms during classroom interaction and their subsequent linguistic development in terms of production, combing the Interaction Hypothesis (Long,1996,) and Noticing Hypothesis (Schmidt 1995,2000) as its theoretical framework.The experiment lasted about four weeks. The experiment included a pre-test, post-test, stimulated recall and questionnaire. The learners who participated in the present study were 55 students from English major sophomores in Lan zhou University of Technology, including 44 females and 11 males. They were from two natural classes, randomly assigned to experimental classes and control classes with two experienced teachers participating in the experiment. There were two treatment conditions:experimental group (n=27). The teacher gave students feedback; control group (=28). The teacher did not give students feedback. The experiment included two tests: a pre-test and a post-test. The pre-test and the post-test both consisted of three similar tasks were designed to elicit target forms (past tense, plurals and questions)Following is Experimental procedure:Training teachers—Pre-test—Treatment--Post-test—Stimulated recall—QuestionnaireTwo tests and stimulated recall interview were videotaped and audiotaped. The Chi-Square Tests was used to analyze data. Three conclusions were generated:1) Teacher feedback promoted L2 learners'noticing of L2 forms.2) There was a positive relationship between learners'noticing of teacher feedback and their subsequent linguistic development in terms of production.3) The level of learners'noticing of explicit correction was higher than clarification episodes, which was higher than recasts.Finally the implication of the study is discussed; Teachers should be good at giving the appropriate feedback to promote the learners'noticing of the target forms and. facilitate their internal acquisitional processing on target forms structure so as to reach the goal of target forms learning... |
