Teacher's Corrective Feedback And Learner Uptake

Classrooms are the main learning environment for students, especially Chinese students to learn foreign languages. Since 1980s, there have been many studies about classroom as language learning environment in the research field of second language acquisition(SLA). The main source of students'SLA are teachers. The studies mostly focus on the verbal interactions between the teacher and the students. Among the various kinds of interactions,teacher feedback is regarded as the core in the field of second language classroom research. So it has been attracting much attention from both foreign and domestic researchers. The present study aims to describe the different types of errors, followed by different patterns of corrective feedback, and to analyze its relationship to learner uptake. Four research questions are addressed:1) What type of error is made by L2 learners and which type attracts the most attention from teacher?2) What is the distribution of different types of corrective feedback?3) What is the distribution of learner uptake following different types of corrective feedback?4) What factors affect the effectiveness of corrective feedback?The data of the study are derived from note-taking of observation of two classes in JinHan Junion Middle School, with 15 lessons of 600 minutes. The errors made by students are classified into four types:grammatical, lexical, phonological and pragmatic. The corrective feedback made by teachers are classified into three types:explicit correction, recast and negotiation. Some tables are used to show the distributions among these types.The study also includes the interview with 15 girl students and 15 boy students in different English levels and their teacher.After analysis and discussion, the major findings are presented in the study. Based on the findings, some implications have also been drawn for the junior English classroom applications.