An Effect Experiment Of Teachers’ Oral Corrective Feedback Of EFL Learning On Junior High School Students

More and more second language acquisition studies show that oral corrective feedback plays an important role in the development of second language learners’ interlanguage.This thesis invited 96 junior high school students who were divided into 6 groups to do an effect experiment of teachers’oral corrective feedback of EFL classroom on junior high school students over the grammar study.The compound clause courses will last for 5 days.The test means to take between-group contrast to compare the results and draw conclusions.The test results were recorded in detail and were analyzed by SPSS 22.0.From the contrast among groups.Oral corrective feedback can ultimately promote junior high school EFL learners’target language acquisition.Specifically,both the explicit feedback and the implicit corrective feedback promote junior high school EFL learners’ target language acquisition.The explicit corrective feedback has a better effectiveness than implicit feedback.Both middle level students and high-level students will be promoted and the middle level students promotes more than the high-level students.The effect of receiving oral corrective feedback will last.This research can enrich the understanding of teachers’ feedback and enlighten the practice of classroom English teaching.