2。1。2 Corrective feedback 3

2。1。3 Uptake 3

2。2 The Classification of Corrective Feedback Types 3

2。2。1 Explicit Feedback 4

2。2。2 Recast 4

2。2。3 Clarification 源Q于W优E尔A论S文R网wwW.yOueRw.com 原文+QQ75201,8766 Requests 4

2。2。4 Metalinguistic Feedback 4

2。2。5 Elicitation 4

2。2。6 Repetition 4

2。3 Theoretical Basis 4

2。3。1 Interaction Hypothesis 4

2。3。2 The Output Hypothesis 5

2。4 Previous Studies Abroad and Home 5

3。 Research Design 7

3。1 Research Questions 7

3。2 Participants 7

3。3 Research Methods and Procedure 7

3。3。1 Classroom Observation 8

3。3。2 Questionnaire 8

3。3。3 Interview 8

3。4 Data Collection 9

4。 Results and Data Analysis 10

4。1 Analysis of the types of error 10

4。2 Analysis of Learners’ Attitudes to Corrective Feedback 11

5。 Conclusion 13

5。1 Major Findings 13

5。2 Pedagogical Implications 13

5。3 Limitations and Suggestions 13

References 15

1。 Introduction

1。1 Research Background 

Classroom interaction arouses great interest of the teachers and researchers in classroom discourse analysis since 1980s。 Corrective feedback is an important means of classroom interaction and teachers’ corrective teaching strategies。 As an important part of language acquisition, error has been too much attention by the author。 It has some research value to the study of language acquisition。 First of all, error can help teachers to learn more about the learners’ current learning process, including how much learners are learned and how much has remained to be learned。 Second, the error itself is a good indication of how learners acquire or learn language, which helps to solve some difficulties and explain some of the phenomena in the second language acquisition。 

As many language educators and researchers believe, making errors is a necessary and natural process of language learning。 Therefore, learner’s errors and feedback to errors have aroused great interest to language educators。 It will be good to the process of second language teaching and learning。 Under the guidance of some new teaching methods such as communicative approach and task-based language teaching, teachers should learn to tolerate the errors of learners rather than correct them one by one。 However, on the basis of the observation and research in class, it is obvious that the students’ language errors are still a big problem in classroom teaching and many teachers still don’t know about how to duel with errors at all。

Considering the current situation, it calls for the study related with errors to solve these practical problems。 However there are few empirical studies on corrective feedback and its effect on second language acquisition in the form of student uptake conducted in typical English as Foreign Language class settings in China。