重铸与提示对初中生口语输出作用的比较分析-a comparative analysis of the effects of recasting and prompting on junior high school students oral output.docxVIP

i i Acknowledgements I am indebted to many people for their help in making this thesis possible. I would like to thank all of them for their insightful comments, helpful suggestions and professional devotion on this research. First and foremost, special thanks go to my supervisor ZhangPing for her advice and correction. She has helped me improve earlier versions of this paper by providing constructive comments and valuable feedback on this study. Thanks also go to teachers in SFL, Shenyang Normal University, who have broadened my horizon in Applied Linguistics and imparted knowledge to me in the past three years. Apart from that, I am grateful to the participating teachers and students at Hunnan No.2 Middle School. They provided me with the first-hand data as a stimulus to organize my own ideas in this thesis. Lastly, I wish to gratefully acknowledge my parents. Their ethical and academic encouragement helps me help myself in my growth. I fully understand that without their joint and redoubled efforts, this thesis would not be done. I am truly grateful for all their assistance in different phases of the research. Any shortcoming in the study of course remains my responsibility. ii ii Abstract In recent years, recasts and prompts, as the most frequently used corrective feedback (CF), have received much attention in the domestic and foreign studies. It is a hot topic to research which kind of feedback is more effective to reduce students‘ mistakes and improve their English competence. Specifically, facing the man-machine talk in 2016 Shenyang senior high school entrance exams, the English teachers in junior high schools eagerly hope to find out the effective feedback to develop students‘ oral English output. However, to the author‘s knowledge, there exist few studies relating to this topic thoroughly. Therefore, this thesis, drawing on the Interaction Hypothesis and Output Hypothesis, aims to make a comparative study on the effects of recasts and prompts on students‘