Teacher Corrective Feedback and Student Uptake in EFL Classroom Interaction in Middle School
Abstract Classroom interaction arouses great interest of the teachers and researchers in classroom discourse analysis since 1980s。 However, there is little empirical research on the influence of the form of students’ uptake on corrective feedback and its influence on second language acquisition in China。90267
Based on the analysis model of Lyster (1998), this paper analyzes the relationship between different types of teachers’ corrective feedback and their relationship with students’ errors of foreign language courses in English。 The observation experiment was carried out in Cangqian Middle School。 Through the classroom observation, questionnaires and interviews, the data and some other information are collected, based on which the major findings are presented as follows: (1) A great number of the students hold a very positive attitude toward corrective feedback of their teachers。 (2) Students are most likely to make grammatical errors in learning English。 Compared to the other three corrective feedback types, teachers prefer recast, and explicit correction, which is the last preferred corrective feedback move proved to be the most effective way to make immediate corrections。 (3) The types of explicit correction and clarification request corrective feedbacks all lead to learner uptake。 Pedagogically, among implications drawn on the findings are: teachers should give students more opportunities to use language in class, to find their mistakes under the guidance of teachers and improve their ability of self-correction; teachers should not only use technology to recast too frequently; persity of corrective feedback should be noticed by teachers; students should have enough time to correct their mistakes。
Keywords: corrective feedback; uptake; interaction
摘 要 20世纪80年代以来,课堂互动引起了课堂话语分析中教师和研究者的极大兴趣。纠错性反馈是课堂互动的重要手段，是教师识别错误的一种教学策略。但是，在中国把英语作为外语课堂背景下的学生吸收形式，对纠正反馈及其对二语习得的影响几乎没有实证研究。
基于Lyster（1998）的分析模型，本文分析了不同类型的教师反馈和纠正学生错误的关系以及不同的反馈方式对学生课堂回应方式的影响。观察实验是在杭州师范大学附属仓前中学开展，通过课堂观察、问卷调查和访谈等方式收集数据和其他相关信息，得出以下主要结论：（1）大量学生对老师的纠正反馈有积极的态度。（2）学生在学习英语时最容易犯语法错误。相比其他三个纠正反馈类型，教师喜欢重铸，明确的修正，这是最后一个首选的纠正反馈行动被证明是最有效的方法。（3）明确的校正和澄清要求纠正反馈的类型都导致学习者的吸收。从教学角度看，对调查结果的影响是：教师应该给学生更多的机会在课堂上使用语言，在教师的指导下找出错误，提高自我纠正能力；老师不仅要用重铸着这一种纠错方式，更应注意校正反馈的多样性；学生应该有足够的时间来纠正自己的错误。
毕业论文关键词：课堂活动；纠正性反馈；回应；错误
Contents
1。 Introduction 1
1。1 Research Background 1
1。2 Research Questions and Purposes 1
1。3 Structure of the Thesis 2
2。 Literature Review 3
2。1 Concepts of major terms 3
2。1。1 Error 中学英语课堂教师纠正性反馈与学生回应的研究:http://www.youerw.com/yingyu/lunwen_196129.html