Analysis On Effects Of Teachers’Corrective Feedback And Learners’Uptake In English Classes

In recent decades, researchers have paid more and more attention to the study of the interaction in the second language acquisition (SLA). They believe that corrective feedback has a positive effect on SLA. Therefore, the relevant studies on corrective feedback have been undertaken. Representatives doing this research include Long, Swain, Ellis, Lyster, Ranta, Gui Shichun, Wang Chuming. According to the Interaction Hypothesis, in an NNS-NS (nonnative speaker—native speaker) encounter, when they have troubles in understanding and expressing NSs usually use simplified language form, and adjust the means of language input so as to reach the purpose of understanding. Therefore, a process known as ’negotiation of meaning’ appears. In the process of correction in class, teacher corrective feedback and students’ uptake could be regarded as a negotiation meaning, which is one of effective ways to help students develop language ability. The Comprehensive Output Hypothesis fully affirms the role of output in SLA. In the classroom interactive teaching, the students respond to teacher’s feedback by comprehensive output, while teacher can know whether students have corrected errors. It may help teachers value their corrective feedback and decide whether continually provide the feedback, and also help students realize interlanguage drawback. Thus, it could promote language acquisition.The coding definitions of the data in the present study are adapted from those developed by Lyster and Ranta (1997). The relevant theories includes Interaction Hypothesis (Long.1996) and, Comprehensive Output Hypothesis (Swain,1985), Noticing Hypothesis (Ellis.1991, Gass&Varonis,1994, Schmidt,1990,1995). According to the demand of talents with foreign language ability and the rapid development of college education recently, as well as the English teaching reality of Guangxi University of Finance and Economics, the author conducts an empirical study taking4college English teachers and137students from Guangxi University of Finance and Economics as the subjects. A case study is applied in the thesis anc interviews, class observations, questionnaires and survey are adopted to study the interactior relationship between teachers’ feedback and students’ uptake. The thesis also focuses on effect of the teachers’feedback and students’ uptake on college education English teaching with the purpose of solving three problems:1) which type of students’errors in college English teaching would be most frequently corrected by the teacher;2) which type of corrective feedback is the most actively responded with students’uptake;3) which type of corrective feedback would be frequently used in college English teaching and which types of corrective feedback have better effect on promoting students’English learning.The results of the study show that:1) Of all the errors corrected by the teachers in their teaching, lexical errors account for43%.2) In the process of teachers’correction, the students have the most positive response to the correction of clarification, which accounts for100%.3) Elicitation is the most frequently used corrective type by the teachers in their English teaching, which accounts for28%. It is found that the correction of repetition has better effect on promoting students’English learning, it is not so popular among the teachers. Finally, the author offers suggestions as follows:1) Teachers of English should pay special attention to the art of correction in class. Neither should teachers neglect students’ errors nor should they provide the correct form directly. After they correct students’ errors, they should leave enough time for students to respond and revise their errors.2) Teachers should be careful about the type of corrective feedback beneficial to students’repair work. Teacher should pay more attention to the feedback type which students have positive responses. It is recommended that teachers insist on the corrective feedback of elicitation so as to encourage students to do self-repair.3) Teachers corrective feedback should be enhanced in their teaching.