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4.3.4 Summary 18
5. CONCLUSION 18
5.1 Major Findings of The Research 18
5.2 Teaching and Learning Implications 19
5.3 Limitations of The Research and Suggestions for Further Study 20
ACKNOWLEDGEMENTS 22
BIBLIOGRAPHY 23
Appendix A Questionnaire on English Majors' Attitudes towards the Corrective Feedback from Native English Teachers in Oral English Classes (Chinese version) 24
Table1 Arrangement of Questions 9
Table2 Objective Questions of Corrective Feedback Functions 10
Table3 Subjective Questions of Corrective Feedback Functions 11
Table4 Objective Questions of Corrective Feedback Contents ---Pointing out Mistakes and Offering Suggestions.................................. 12
Table5 Subjective Questions of Corrective Feedback Contents ---Pointing out Mistakes and Offering Suggestions.................................. 13
Table6 Objective Questions of Corrective Feedback Contents ---Feedback on Correct Answers and Progresses.................................. 14
Table7 A General Comparison Between Actual Feedback on Correct Answers and Progresses and Students' Attitudes................... 15
Table8 Objective Questions of Corrective Feedback Patterns --- Mistakes with What Appearing Frequency to Be Corrected................... 16
Table9 Subjective Questions of Corrective Feedback Patterns --- Mistakes with What Appearing Frequency to Be Corrected................... 17
Table10 Objective and Subjective Questions of Corrective Feedback Patterns --- Timings of Giving Corrective Feedback................... 17
Table11 Objective and Subjective Questions of Corrective Feedback Patterns --- What to Do After Offering Corrective Feedback................... 18
Study on English Majors’ Attitudes towards the Corrective Feedback from Native English Teachers in Oral English Classes
Abstract: Teachers’ corrective feedback is attracting more and more attention of researchers in the field of in-class second language teaching for its core role in the research of classroom interaction. In this essay, an 80-sophomore questionnaire is conducted, aiming at investigating the English majors’ attitude to the corrective feedback from native English teachers in oral English classes. From the analysis of their questionnaire answers, the three main findings are concluded by the author as follows: 1. The majority of students hold a positive attitude towards teachers’ corrective feedback and treat it as a tool to improve their oral English but there are about one fifth of students who do not like to be corrected too often in public out of a sense of shame. 2. Native English teachers offer few corrections and little advice on English majors’ language expression problems which is, on the contrary, what students expect most. 3. Native English teachers prefer to offer corrective feedback on typical and common mistakes and problems, but the majority of English majors need teachers to point out every mistake.
Key Words: native English teachers; English majors; corrective feedback; oral class; attitudes
英专学生对外教口语课纠正式反馈的态度研究
1. Introduction
The ever fasting progress of globalization has brought more and more native English teachers into oral English class for English majors at Chinese universities. To improve English majors’ oral English skill, these teachers usually offer corrective feedback on such errors as grammar mistakes, pronunciation mistakes and language expression problems made by students.