| The classroom is the main place for students to acquire knowledge and promote their skills.Teachers' discourse is an essential part of the classroom.In the field of second language acquisition research,teachers' classroom discourse has been widely concerned and studied by many scholars.Teachers' corrective feedback is an important and indispensable part of teachers' classroom discourse.In the English classroom,it is unavoidable for students to commit errors.Therefore,teachers' corrective feedback to students' errors is particularly of vital significance,which can play a positive role in enhancing students' second language acquisition.However,in the domestic research,the researches targeted at junior middle school students are very limited,and there is also a lack of researches on a specific type of course.Therefore,on the basis of the analytic model of Lyster and Ranta,this study takes junior middle school students as the research subjects,and this study aims to analyze and discuss the effectiveness of the teachers' corrective feedback methods in English reading class in junior middle school.Three objectives are as follows.First of all,the aim is to explore the degree to which teachers value errors in English reading class and what types of errors teachers correct,such as phonological errors,lexical errors,and grammatical errors.Secondly,the objective is to study whether teachers are capable of flexibly employing different corrective feedback methods to correct students' errors and what kinds of corrective feedback teachers usually use for different types of errors.Thirdly,the purpose is to study the effectiveness of different corrective feedback methods based on students' uptake of teachers' corrective feedback and correction of errors.In this study,two teachers from Xin'an Junior Middle School in Qingdao West Coast New District and their four classes were chosen as the research subjects.18 English reading lessons were observed and recorded.After the classroom observations,questionnaires were conducted among all students in the four classes and 12 English teachers to investigate the attitudes and preferences of teachers and students on corrective feedback.The major findings are listed as follows: In English reading class of junior middle school:(1)Corrective feedback rate is up to 79.61%,which indicates that teachers have offered corrective feedback to most errors.Among them,there are three main types of errors that teachers correct,namely,phonological errors,lexical errors and grammatical errors.(2)Teachers can flexibly use a variety of corrective feedback methods for students' errors.Overall,the ratio of recast tops the list,with a rate of 48.78%.Different types of errors lead to different corrective feedback methods from teachers.For phonological errors and vocabulary errors,teachers often use recast.For grammatical errors,recast and meta-linguistic clues are used more frequently.(3)Generally speaking,the uptake rate of teachers' corrective feedback reaches 56.10%.For different kinds of errors,different corrective feedback methods will lead to different degrees of repair.For phonological errors,recast has the highest repair rate.Besides,explicit correction gives rise to the highest lexical correction,and meta-linguistic clues is the most effective way for the repair of grammatical errors.(4)Teachers and students reach an agreement on the fact that errors should be corrected,but students have a much stronger need for error correction than that of teachers.For the preferences of corrective feedback ways,teachers usually choose different methods for different types of errors whereas students are more inclined to choose explicit correction and recast.This research has some implications for the teaching of English reading in junior middle school.However,because the research duration is short and the samples collected during the process are small,the validity and generalizability of the research results are affected to a certain extent. |
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