A Study Of The Effectiveness Of Modified Feedback On The Acquisition Of English Non-finite Verbs By High School Students

Corrective feedback,as an important means of new-form teaching,has aroused extensive attention in recent years,and the researchers mainly focus on the effects of feedback in writing.However,the relevant studies on grammar are still limited.On account of this fact,the study intended to discuss the effectiveness of teacher feedback and group peer feedback with teacher duly involvement in senior high school students' acquisition of non-finite verbs.The non-finite verbs in English are the important and difficult points for senior high school students.The experimental subjects in this research were 82 freshmen selected from Zibo No.17 Middle School.Based on the input and output hypothesis,the interaction hypothesis and the attention hypothesis,this study applied tests and questionnaire to discuss the effectiveness of teacher feedback and group peer feedback with teacher duly involvement,aiming to answer the following three research questions.First,what were the effects of teacher feedback and group peer feedback with teacher duly involvement on the acquisition of English non-finite verbs for senior high school students? Second,were there significant difference between the two feedback modes on students' acquisition of English non-finite verbs? Finally,what's the students' attitude towards teacher feedback and group peer feedback with teacher duly involvement? After the experiment,the author analyzed the quantitative data by using SPSS 23.0.The results are as follows.Firstly,under the mode of teacher feedback,the effect of students' acquisition of infinitive were the most significant,followed by-ing participle and-ed participle.By contrast,under the mode of group peer feedback with teacher duly involvement,the effect of students' acquisition of-ing participle were the most significant,followed by infinitive and-ed participle.Secondly,by contrasting the effectiveness of teacher feedback and group peer feedback with teacher duly involvement,it can be seen that the scores of students under the mode of both teacher feedback and group peer feedback with teacher duly involvement were significantly higher than those of the first test in the three forms of English non-finite verbs which involved-ing participle,-ed participle and infinitive.Furthermore,there was no significant difference between the two classes in the two tests,which indicated that both teacher feedback and group peer feedback with teacher duly involvement were significant for senior high school students' acquisition of non-finite verbs.Moreover,there was no significant difference between the effectiveness of the two feedback modes.Thirdly,the students from the two classes had a positive attitude towards teacher feedback and group peer feedback with teacher duly involvement.Most students agreed on the effectiveness of the feedback mode used in their class for their acquisition of non-finite verbs.More than half of the students hoped that their teacher would continue using this feedback pattern.The effect of teacher feedback on students was still obvious,and group peer feedback with teacher duly involvement can help students change their classroom roles,and accordingly cultivate students' ability of independent learning and cooperative learning.In view of the above findings,this study put forward the following teaching suggestions.First of all,English teachers should create opportunities or situations for students to communicate with each other,so that students can have the chance to participate in classroom interaction.Secondly,in the process of using group peer feedback with teacher duly involvement,it is suggested that teachers should take full account of students' real language ability and cognitive level,selecting suitable ways to enhance students' interest in English learning.Finally,it is advisable that teachers combine teacher feedback with group peer feedback with teacher duly involvement,so as to reduce students' overly reliant on teachers,and cultivate students' cooperative spirit as well as improve students' independent learning ability.