| In the field of foreign language teaching,feedback literacy has been concerned by an increasing number of scholars at home and abroad.In the dynamic interaction between teachers and students in class,feedback also plays an important role in this process,which can help learners to learn the target language to the greatest extent.Previous studies have classified the feedback from different perspectives and conducted experiments and discussions respectively.However,there is still no consistent conclusion about the mechanism of feedback,especially the influence of immediate feedback and delayed feedback on learners’ language learning effects.As an integral part of language structure system,grammar occupies a significant part in foreign language teaching and learning.Grammatical expressions can help learners build a sentence in a logic way,express meanings in a western thinking way,create and deliver ideas clearly.In junior middle school foreign language classroom teaching,passive voice has always been a key point in English teaching,but also been regarded as a difficult point by teachers and students.How to take effective measures to promote students’ learning effects of the target grammatical structure is a topic of concern to the majority of teachers.Based on this,the study sought to answer the following two questions: 1.What are the influences of the two kinds of feedback timings on learning effects of English passive voice of junior high school students? 2.What are the reasons for the influences of the two kinds of feedback timings on learning effects of English passive voice of junior high school students?In this article,researcher chose two classes of the ninth grade of a middle school as the participants.One was set up as the experimental class and the other as the control class randomly.Among them,the experimental class was labelled delayed feedback,while the control class was labelled immediate feedback according to the habitual teaching behaviours.In this thesis,the Grammatical Judgement Test（GJT）,Picture Description Test（PDT）and interview method were used for data collection,statistic and analysis.The final research results are as follows:（1）The paired sample T-test was used to test learners’ scores before and after the two tests.The research results shows that both immediate feedback and delayed feedback could improve learners’ learning effects of passive voice（GJT of experimental group: t=-6.902,df=34,p<0.05;GJT of control group: t=-10.247,df=35,p<0.05.PDT of experimental group: t=-5.334,df=34,p<0.05;PDT of control group: t=-4.588,df=35,p<0.05）;However,the result of independent sample T-test of the two groups shows that the feedback at two different timings had no significant influence on learners’ learning effects of passive voice（GJT: t=1.545,df=69,p>0.05;PDT: t=0.923,df=69,p>0.05）（2）The result of interview indicates that the level and emotion of learners can affect the learning effects of feedback timing on passive voice.High-level learners can notice the two kinds of feedback timings and make self-correction,while low-level learners are not aware of the feedback given by teachers.Besides,teachers’ immediate feedback makes learners feel nervous,embarrassed and other negative emotions,which reduces their learning effects of passive voice.Therefore,when considering the timing of teachers’ feedback,most learners prefer to choose delayed feedback.According to the above research results,in order to ease students’ tension and encourage them to speak in class,this study suggests that teachers can consider to give feedback at the end of the oral output in the actual teaching and don’t impose their own standpoints on students to restrain their autonomy and interactivity. |
