A Comparative Study Between High School Experienced And Novice Teachers In English Classroom Corrective Feedback

Teachers’ classroom corrective feedback is one of the major types of teachers’ feedback,and it is also an important part of teachers’ classroom teaching behavior.In the research of foreign language teaching,teachers’ classroom corrective feedback has received more and more attention from researchers and teachers.The research on teachers’ classroom corrective feedback behavior abroad is mostly combined with experiments,while the research on teachers’ classroom corrective feedback behavior in China mostly focuses on theory and methodology,and less on the actual classroom and makes comparative research,thus it is less common to combine English subjects and compare classroom corrective feedback of novice teachers and experienced teachers.Based on this,this study compares and analyzes classroom corrective feedback behavior of high school English novice teachers and experienced teachers by combining specific subjects,stages,and teaching situations,and then shows the current situation of corrective feedback behavior in high school English teachers’ classroom,to better promote the improvement of English classroom teaching by teachers.The study mainly uses questionnaires,interviews,and classroom observation to investigate and compare corrective feedback between high school English novice teachers and experienced teachers,and attempts to answer three questions as follows:(1)What are the differences between novice teachers and experienced teachers in choosing the time and type of corrective feedback for different class types?(2)What are the differences between novice teachers and experienced teachers in choosing the time and type of corrective feedback for students at different levels?(3)What are the reasons for the differences in classroom corrective feedback between novice and experienced teachers?This study takes two novice teachers and two experienced teachers in Grade One English group of Tian Jiabin Middle School as the research participants,and makes classroom observation for them in 36 classes.At the same time,these four teachers were interviewed successively to further compare and analyze the differences and reasons of corrective feedback behaviors between high school English novice and experienced teachers.Through comparative analysis,this study finds that there are three main differences in teachers’ corrective feedback behavior of senior high school English novice teachers and experienced teachers:(1)In terms of the timing of teachers’ corrective feedback,the selection of the time of experienced teachers is more flexible and appropriate than that of novice teachers,and they try not to interrupt students’ thinking and language output under the premise of ensuring accuracy,but also correct errors that may be misleading immediately.In terms of classroom corrective feedback types,the types used by novice teachers are relatively simple and mechanized,which reduces the opportunities for students to self-correct and practice speaking,while the corrective feedback types used by experienced teachers are more balanced and abundant,and they will combine body language and expression changes to prompt students’ mistakes.(2)In dealing with students at different levels,experienced teachers are more flexible in their approaches and time than novice teachers.When dealing with high-level students’ errors,experienced teachers are more accustomed to using elicitation and recast to guide students to find and correct themselves immediately.Novice teachers usually ask for clarification request to make students notice their own errors after they finish their speech.When dealing with middle-level students’ errors,experienced teachers prefer to use elicitation after students’ speech while novice teachers are inclined to give explicit correction immediately.When dealing with lowlevel students’ errors,experienced teachers like to use explicit correction or repetition after class while novice teachers like to use recast after students’ speech.In general,experienced teachers can use different error correction feedback methods to handle errors of students at different levels,and novice teachers should learn more.(3)Teachers’ concept of classroom corrective feedback,knowledge reserve,classroom control ability and teachers’ view of students are all the reasons for the difference in classroom corrective feedback between novice and experienced teachers.Through comparative analysis,this study puts forward some pertinent suggestions for front-line teachers,especially for novice teachers,on classroom corrective feedback,and puts forward suggestions on how to improve teachers’ corrective feedback types,how to effectively promote students’ language output,and how to build a teacher-student interactive and harmonious classroom atmosphere.At the same time,due to the limited observation time and manpower,this study also has some shortcomings.