A Study On Teachers’ Corrective Feedback And Students’ Uptake In English Reading Classroom At Junior High School

In the past two decades,the role of corrective feedback has been a hot topic in the field of SLA.Students’ second language acquisition can be developed when their oral errors in classroom are corrected.One of the indicators to measure the effect of corrective feedback is learners’ uptake.However,in the present English classroom,teachers seldom consciously choose different kinds of corrective feedback,or pay attention to the relationship between corrective feedback and students’ uptake.Therefore,the researches on this field have great practical significance in classroom teaching.Based on the interaction hypothesis,the noticing hypothesis,input and output hypothesis,this paper mainly uses the classroom observation,questionnaire and interview to find out the results of the following three research questions: 1)What is the distribution of teachers’ corrective feedback in junior middle school English reading class? 2)What is the distribution of students’ uptake towards teachers’ corrective feedback? 3)What is the students’ attitude and preferences towards corrective feedback?This study takes six teachers and 150 students as research participants,the process of data collection lasts for three months and 24 English reading classes are observed.Through classroom observation,this paper finds that teachers often use corrective feedback to correct students’ lexical errors in the classroom,and the least corrective feedback is obtained from phonological errors.Among six kinds of corrective feedback,the most frequently used one is recast,and the least one is negotiation of form,such as metalinguistic clue,repetition and so on.However,recast invites the least repair,but negotiation of form can cause the highest repair rate,which improve that the negotiation of form is more effective than recast in the English classes of junior high school.By using questionnaire,it is found that students generally hold a positive attitude towards teachers’ corrective feedback.Students prefer negotiation of form,such as metalinguistic clue,elicitation,which is similar to the corrective feedback that invites the highest repair rate.Through the interviews with teachers,this paper also analyzes the reasons for the less use of more effective corrective feedback,which include teachers’ cognition towards corrective feedback,teachers’ professional knowledge about corrective feedback and teachers’ attention to corrective feedback and students’ uptake.By investigating teachers’ corrective feedback and students’ uptake,it can further improve the effect of corrective feedback in junior middle school English classroom.This paper also puts forward some teaching suggestions for teachers and points out the prospect of this study.