Teachers' Oral Corrective Feedback and Its Influence on Learner Uptake in the Classes of Teaching English as a Foreign Language for Minority Students in Xinjiang Junior High Schools

The present study explored the features and the effectiveness of teachers' oral CF in the classrooms of Teaching English as a Foreign Language(TEFL) for minority students in Xinjiang junior high schools. The analytical framework of this study consulted Lyster's(1998) coding scheme. 720 minutes of classroom observation were recorded and transcribed. The database was coded and the distribution of errors, CF and uptake was analyzed.

The Role of Non-verbal Behavior of Teachers in Providing Students Corrective Feedback and Their Consequences

Considering the primary focus of corrective feedback literature on verbal-correction provided by teachers and lack of attention to the role of other forms of corrective feedback in FL （foreign language） classroom interaction, this paper demonstrates how essential teachers＇ non-verbal communication and stance display are in making students＇ errors noticeable for them by providing samples from videotaped data. The findings in this study provide insights into the use of non-verbal behavior in providing students with corrective feedback. This study shows that research dealing only with verbal corrections provided by FL teachers cannot fully define the classroom interaction in terms of teachers＇ use of error correction techniques and student notification and uptake.

Macao Secondary School EFL Teachers' Perspectives on Written Corrective Feedback: Rationales and Constraints

Corrective feedback on writing(WCF)has been one of the most controversial topics in ESL/EFL teaching.In the past decades,much has been disputed regarding the effectiveness and preferences of the quantity,focus,directness and source of WCF.With so much uncertainty,the researcher set out to investigate how research-informed secondary school teachers in Macao reported their beliefs,rationales,practices and constraints of administering corrective feedback for EFL writing in Macao secondary schools.Twelve secondary school teachers were recruited at a TESOL conference to conduct focus-group discussions.Similar to previous findings,results suggest teachers had clear rationales as to their ways of practising WCF.However,many expressed difficulties in acting according to rationales and beliefs.Despite their experience and knowledge,practical constraints such as school policies and teacher workload made it unlikely for them to follow their thoughts with feedback on writing.This study identified six sources of constraints that could prohibit practices and potentially reshape ones’beliefs,which sheds light on future directions of WCF research.

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

Effects of Written Corrective Feedback on College EFL Students’Writing Accuracy and Linguistic Knowledge Acquisition

Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.

An Exploration of Beliefs and Implications of Corrective Feedback

Corrective feedback plays an important role in shaping children's behavior and their learning process;teacher also plays a central role in promoting students'motivation. Therefore, teacher's beliefs and how to implicate CF in the second language acquisition is a question worthwhile thinking.

Achieving Self-Imitation for English Intonation Learning:The Role of Corrective Feedback

Corrective feedback is crucial for pronunciation teaching.However,in current pronunciation teaching practice,the corrective feedback provided usually fails to locate pronunciation problems and inform learners of the differences between their mispronunciations and the correct form.Based on the motor theory,this study attempted to explore a new way of corrective feedback for pronunciation teaching.Specifically,the learners’ speech output was modified and then was played back to them as an input model for learning.In this way,the learners can imitate the pronunciation model of their own voices,achieving self-imitation.This study included two experiments.The first explored the viability of obtaining one’s self-perceived voice through delayed feedback paradigm.The second experiment examined the effectiveness of self-imitation for English intonation learning.Results showed that imitating the pronunciation model of one’s own voice can reduce the learners’ phonological memory load,assist critical listening and facilitate accurate phonetic realizations of the target intonation.

A Study of Written Corrective Feedback and Its Effect on Chinese Junior Learners＇ English Writing

This study was designed to investigate the effect of written corrective feedback （WCF） on junior English learners＇writing. Eighty-two Chinese junior students from two classes were observed in a draft-to-draft writing program.Results included error distribution and WCF＇s effect on the subjects＇ writing. Specifically, the number of localerrors dropped more significantly than that of global errors. Both direct feedback （DF） and indirect feedback （IF）worked for local errors, but they did not have noticeable effects on global errors. For some errors as wrong word,DF was almost helpless in eliminating them, but IF worked better since it could engage students in reflecting ontheir own errors. For Chinglish and word order errors, however, IF＇s role was very limited in revision andcorrection, due to students＇ inefficient syntactic knowledge. This study indicated that WCF had varying effects fordifferent types of errors and a combination of DF and IF might be more helpful. In addition, positive input andcertain amount of explicit grammar teaching are necessary for long-term improvement of accuracy in writing.

A Review ofTeachers’ written feedback in EFL Writing in China and Its Implications

The types of teachers’ written feedback and their effects have been the focuses of researches on feedback in EFL writing. This paper aims at providing some references and suggestions on the effective feedback types in EFL writing in China through reviewing the recent ten-year researches on teachers’ written feedback in EFL writing in China from the perspectives of feedback source, content, types and comments, and exploring the future development of the researches from research design, feedback types, and research perspectives and so on.Literature research shows that the answers remain controversial on which kind of feedback source, feedback content, feedback type, and feedback comments are the best to students in EFL writing. However, the supplementary roles of peer feedback and electronic feedback are well recognized; form-focused feedback combined with content-focused feedback is popular with the students; the demand for the degree of feedback directness and feedback comments varies with the level of students. Compared to the past, recent domestic researches on teachers’ feedback are more various in research methods, more diversified in research perspectives and extended more in research content. Future domestic research on teachers’ feedback needs to make efforts on designing the experiment, expanding the feedback content, combining different feedback types and broadening research perspectives in order to further verify the effectiveness of teachers’ written feedback.

Is Recast the Most Effective Type of Corrective Feedback？ --Under Cognitive and Sociolinguistic Approach

Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.

A Study of Effective Feedback from Teachers in the Classroom of Chinese as a Second Language

Feedback is the teacher's response and evaluation to the students'performance in class,and it is also an important part of classroom interaction.This article focuses on two aspects:the use of positive feedback and corrective feedback from teachers,aiming to explore the impact of teachers feedback behavior on teaching effect.

The Effect of Different Types of Corrective Feedback on L2 Writing Accuracy of college students

Since the process writing was raised in the L2 writing in 1970s, the feedback has been an important part of teaching. A range of researchers have investigated the effect of different types of error feedback to find whether the feedback can help L2 writers improve the accuracy of their writing. Similar to the previously discussed question, they have also reached rather controversial conclusions. Most often, these studies have categorized corrective feedback as either direct or indirect. To explore the effects of corrective feedback in L2 writing, the paper investigated the types of feedback given to 30 college students of Tianhe College in Guangdong province. The study improved that correction feedback can improve accuracy in student writing.

The Application of Corrective Feedback Theory in Integrated English Course

Integrated English Course in Chinese universities serves a group of non-English major students for the main educational training purpose of second language learning together with language learning skills development under different unit themes.In the process of learning another language,as language leaners,making mistakes is natural and inevitable.This procedure of making mistakes and correcting mistakes contribute to the gradual improvement from a starter to an advanced learner.Encountering mistakes made in various conditions in the classroom,teachers need to form proper awareness,and give appropriate feedback.

Effectiveness of Corrective Feedback on Writing

This study aims to find out the effectiveness of corrective feedback on ESL writing.By reviewing and analyzing the previous six research studies,the author tries to reveal the most effective way to provide corrective feedback for L2 students and the factors that impact the processing of error feedback.Findings indicated that corrective feedback is helpful for students to improve ESL writing on both accuracy and fluency.Furthermore,correction and direct corrective feedbacks as well as the oral and written meta-linguistic explanation are the most effective ways to help students improving their writing.However,in dividual learner's difference has influence on processing corrective feedback.At last,limitation of present study and suggestion for future research were made.

Research on Corrective Feedback in Foreign Language Teaching

Corrective feedback is an important part of second language acquisition, and many researches have showed that the corrective feedback in general have a positive effect on second language acquisition. The present study aims to investigate corrective feedback and draw enlightening conclusions:1) Different corrective feedback types have different effects on second language acquisition; 2)The effect of corrective feedback is also influenced by the feedback timing, explicitness of the feedback and learners' individual differences; 3) Teachers should consider feedback types, feedback timing, and individual differences of students based on teaching contents when providing corrective feedback in foreign language teaching.

Discussion about the Side Effect of Error Corrective Feedback and Possible Alternatives to Error Correction

Feedbacks given by teachers is possibly a common instruction in second language writing classes, to help students makeprogress in writing. At one time, feedback was almost entirely at a superficial level--identifying the grammatical errors and givingthe correct form. However, recently, this type of feedback has begun to be challenged by some researchers(eg.,Krashen, 1984, Trus-cott, 1996),who argue that teachers should be more concerned with the content of essay instead of grammatical errors. This essaywill discuss some research surrounding feedback to students' writing and will try to find the answer to the question whether the er-ror corrective feedback should be abandoned. In order to find the answer, the essay will elaborate on two parts: some literary reviewabout the issue and some suggested solutions to the issue.

Students’Attitudes and Reactions to Teachers’Error Corrections in the EFL Composition Class

In this dissertation,the author attempted to explore EFL students’attitudes toward teachers’error corrections on their written products.This was accomplished by researching related studies and conducting two surveys among 31 EFL students who were currently studying in an Intensive English Language Program(IELP),as well as two of their composition teachers.Also 20 stu⁃dents’writing samples were analyzed to investigate the main types of errors that were made by those students.A related analysis looked at the main approaches that teachers applied in correcting student writings.The research studies revealed that teachers’er⁃ror corrections were highly desired by the EFL students,and students valued any error feedback that teachers provided for their writing assignments,regardless of what types of corrections were made.

Politeness Strategies of Teachers' Feedback in Higher Vocational English Class

Based on the research of teachers' feedback and politeness strategies, this study adopts the natural research method-classroom observation, and analyzes ten typical politeness strategies teachers widely use in giving feedback to demonstrate how teachers improve the efficiency of classroom interaction by these strategies based on the collected data, aiming at giving inspiration to the use of teachers' politeness strategies to further improve English teaching and to develop students' competence in using English.

The Effects of Learner’s Individual Differences on the Written Corrective Feedback

From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.