2。1。2 Corrective feedback

Chaudron (1988:132) noted it as “From the language teacher’s point of view, feedback is a major means by which to inform learners of the accuracy of both their formal target language production and their other classroom behavior and knowledge”For learners, feedback can be used to repair their utterances and interlocutors’ utterances。 It may be the most effective source of improvement in target language development and other subject knowledge。

In the present study, based on definitions provided by researchers such as Chaudron, Lyster and Ranta, Lightbown and Spada, and Ellis, giving priority to correcting feedback and identifying  as a teacher’s response to student’s erroneous utterances to encourage student to students to correct in an accurate and precise manner。

2。1。3 Uptake

The term “uptake” is used to evaluate the validity of feedback-uptake sequence of different types of corrective feedback。 Lyster and Ranta (1997: 37-66) defined uptake as “the absorption of a learner’s discourse followed by the teacher’s feedback that constitutes a way of thinking about the teacher’s intent, focusing on some aspects of the learner’s initial discourse。” In this sense, uptake is pided into uptake, resulting in erroneous repairs, which are the focus of feedback, as well as the uptake that leads to still need to be repaired。

2。2 The Classification of Corrective Feedback Types论文网

Here, according to Lyster and Ranta (1997) for their well-known study on corrective feedback and learner uptake as well as the relationship between them, in which an error treatment sequence model is developed。 One of the most significant contributions of their study is the classification of corrective feedback, which has six different types explained as follows:

2。2。1 Explicit Feedback

This type of feedback means that the teacher explicitly provides the correct form, clearly indicating that there is a contain error in what the learner have said。

2。2。2 Recast

Recast referring to the teacher provides a reformulation of learner’s utterance, including the correction of error。 On the contrary to explicit correction, recasts are generally presented implicitly。

2。2。3 Clarification Requests

When the learner’s discourse clarification requires a discernible or accurate problem, the teacher is asked to clarify the error in his utterance occurs。 By providing “Pardon? ”, “Excuse me!” or “What do you mean by X”, the teacher intends to point out the learner’s utterance is ill-formed。

2。2。4 Metalinguistic Feedback

Metalinguistic feedback means the comments, questions or information related to the learner’s ill-formed utterance are provided by teacher without explicit correct form。 It just implies that there is an error somewhere and metalinguistic questions attempting to elicit the information from the learner indicate the nature of the error。 And metalinguistic information generally offers either a word definition when lexical errors occur or grammar metalanguage referring to the nature of the error。

2。2。5 Elicitation

Three techniques of elicitation are used by teachers to directly elicit the correct form from the learner。 The teacher provides elicitation by strategically pausing to allow the learner to fill in the blank as it were or by asking the learner to reformulate his or her incorrect expression, or by asking some questions to induce the accurate forms。 In the same way, teachers do not offer the correct form in their turns。

2。2。6 Repetition文献综述

It refers to teacher’s repetition of the ill-formed part of learner’s utterance。 What’s more the teacher usually uses a rising intonation of repetition to shed light on the error。 中学英语课堂教师纠正性反馈与学生回应的研究(4):http://www.youerw.com/yingyu/lunwen_196129.html