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.

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.

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.

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.

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.

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.

Finite Control Set Model Predictive Control with Feedback Correction for Power Converters

As an open-loop model predictive control algorithm,finite control set model predictive control(FCS-MPC)scheme in power converter system is based on assumption that responses of optimal control implemented on prediction model agree well with actual system.The influence of model parameter mismatches and environment disturbance on control performance of scheme is neglected.Then,based on feedback correction strategy in traditional model predictive control algorithm,we derive a finite control set model predictive control with feedback correction scheme(FCS-MPCFC)that allows us to adjust prediction model output at current instant by model prediction error at previous instant,and the closed-loop correction of prediction model output is achieved.Simulations comparison analyses on a two-level three-phase inverter with multi-type model parameter mismatches controlled by traditional and improved FCS-MPC scheme are presented.Experiments are carried out on DSP controller platform.