The present study is adapted from the research by Lyster and Ranta (1997), and Lyster (1998) for the reason that it is a descriptive study of the types of feedback most used by teachers and the types of feedback that lead to uptake。 Error types are classified as grammatical, phonological, and lexical。 Corrective feedbacks are pided into six types, namely, explicit correction, recast, clarification request, metalinguistic, elicitation, and repetition。 The purpose of this study is to find out the relationship between teachers’ corrective feedback and students’ uptake, and students’ attitudes and preferences toward different types of corrective feedback。

Besides, it attempts to explore the potential impact of teachers’ corrective feedback on the development of middle school students’ foreign language。

1。2 Research Questions and Purposes

In order to enrich the study of corrective feedback, the purpose of this study is to explore the students’ corrective feedback in classroom interaction and uptake of students in classroom teaching in the typical EFL context。 Based on the current research objectives, three questions are proposed。 The first question focuses on the distribution of different types of corrective feedback, and the second is the relationship between the student error and the teacher corrective feedback。 The following questions are explained below:

(1) What is the distribution of different types of corrective feedback in the interaction between teachers and students in EFL classroom?

(2) What is the relationship between the types of errors and the types of teacher corrective feedback?

(3) What is the correlation between teacher corrective feedback and student uptake? 

1。3 Structure of the Thesis

This paper consists of five chapters。 To be more specific, it spreads out as follows:

Chapter One offers a brief introduction to the background, the question, purpose of this study as well as the main structure of this paper。 

Chapter two illustrates some major terms related in this paper, which are relevant to teacher corrective feedback and learner uptake, such as the definition of corrective feedback and uptake as well as the classification of corrective feedback and uptake。 Meanwhile, the theoretical foundation concerned with teacher corrective feedback and learner uptake is also introduced。 

Chapter three describes the research design in detail。 The research questions, subjects, research methods and the process of data collection are all included in this chapter。 Furthermore, the instruments of classroom recording in the middle school, questionnaire, and interview are all used in this survey。

Chapter four presents the result of the study make a discussion on results of the study。

Chapter five is the conclusion of this study, the main findings of this study as well as the limitations of this study and suggestions are summarized。

2。 Literature Review

2。1 Concepts of major terms

2。1。1 Error来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766

Surly, the term “error” has several meanings in dictionary。 Oxford Advanced learner’s English-Chinese Dictionary 7th Edition (2009) defines it as a mistake, especially one that causes problems or affects the result of something, the first meaning。 Linguists and researchers differ in their definition of language errors。 According to Corder (1967), “an error takes place when the deviation arises as a result of lack of knowledge” (cited in Ellis, 1994:51)。 Chaudron (1986:15-16) defined  error as an important part of the classroom and is the behavior that any other action that the teacher issues to be improved。

Inspired by the above definitions, the errors of learners in this study refer to teachers’ inappropriate and unexpected events in the EFL classroom interaction environment。