A Study on Middle School English Teachers’ Corrective Feedback in Different Instructions.docVIP

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A Study on Middle School English Teachers’ Corrective Feedback in Different Instructions.doc

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A Study on Middle School English Teachers’ Corrective Feedback in Different Instructions.doc

A Study on Middle School English Teachers’ Corrective Feedback in Different Instructions 　　[a]Faculty of Education， Southwest University， Chongqing， China. 　　*Corresponding author. 　　Received 17 October 2014; accepted 18 December 2014 　　Published online 26 January 2015 　　Abstract 　　Teachers’ corrective feedback has been the focus for some time in SLA. The study， based on the framework of teaching focus， corrective feedback and learner uptake by these researchers， explores how teachers’ corrective feedback is related to focus on instruction. The research method is a corpus-based approach， which relies on computer and corpus tool―Antconc 3.2.0w and Repetition Tool. The findings show that （a） MF Instru. invites the most CFSs， followed by Famp;M Instru. and FF Instru. respectively; （b）When teachers correct students’ errors， they pay much more attention to form-focused errors （FF errors） than to meaning-focused errors （MF errors）; grammatical errors attract the most attention whichever the instruction it is; in MF Instru. and Famp;M Instru.， though MF errors occupy a small proportion of all the errors， their number is larger than that of phonological errors and lexical errors; （c） In general， the majority of feedback type after FF errors （phonological， grammatical and lexical errors） is recast， whereas the majority of feedback type after MF errors is Negotia.C; as it is related to instruction types， in FF Instru.， teachers prefer to use Negotia.C to follow phonological and lexical errors， and recast to follow grammatical errors; in MF Instru.， teachers prefer to use recast to follow FF errors （phonological， grammatical and lexical errors）; in Famp;M Instru.， teachers prefer to use recast to follow phonological errors， Negotia.C to follow grammatical errors， and both Negotia.C and recast are preferred after lexical errors; （d） Negotia.C invites the most learner repair， followed by Expli.C and recast respectively; As it is related to instruction types， Negotia.C