硕士英语毕业论文：A Study on the Patterns of the Corrective Feedback in Secondary School EFL Classrooms

sp;In fact, if being given enough time and necessary prompts, most of the students can complete self-correction. Sstudents must pay attention to teachers’corrective feedback and promote negotiation of forms, and the corrective feedback can gain the best results. Therefore teachers need to establish a safe atmosphere to encourage the students to insist on their mistakes, but help them express their own opinions confidently and bravely, for completing negotiation of form successfully.

目  录

摘  要 II
Abstract IV
目  录 VII
附表索引 IX
Chapter 1 Introduction 1
1.1 General Research Background 1
1.2 Aims and Significance of the Study 2
1.3 Key Research Questions 3
1.4 Organization of the Thesis 4
Chapter 2 Literature Review 5
2.1 Feedback 5
2.2 Corrective Feedback 6
2.2.1 Defining Corrective Feedback 6
2.2.2 Theoretical Background of Corrective Feedback 6
2.2.3 The Significance of Corrective Feedback 9
2.2.4 Different Types of Corrective Feedback 10
2.2.5 Description of Students' Typical Errors 13
2.2.5 Major Studies on Corrective Feedback at Home and Abroad 26
Chapter 3 Research Methodology 30
3.1 Participants 30
3.3 Procedures 30
Chapter 4 Results 32
4.1 Ddifferent Patterns of CF and their Distribution 32
4.2 Relationship between Patterns of CF and Types of Errors 33
4.3 Relationship between Patterns of CF and Teachers’ Background 35
4.4 Characteristics of Teachers’ CF 38
4.4.1 Frequently Used Patterns of CF 38
4.4.2 Rarely Used Patterns of CF 38
4.5 Impacts of Teachers’ CF on Students’ Learning 39
4.5.1 Teachers’CF as a Kind of Input 39
4.5.2 Teachers’CF and interaction 40
4.5.3 Teachers’ CF and Output 41
Chapter 5  Discussion 43
5.1 The Effect of Corrective Feedback 43
5.1.1 Positive and Negative Effect in Teachers’ Negotiation of Forms 43
5.1.2 Positive Effect in Teachers’ Explicit Correction and Recast 44
5.1.3 Problems in Teachers’ Explicit Correction and Recast 45
5.2 Rules to be Followed in Practice 45
5.2.3 Students’ Cognitive Stage 46
5.2.2 Teaching Targets 46
5.2.3 Students’ Confidence 46
5.2.4 Communicative Function 47
Chapter 6  Conclusions 48
6.1 Summary of Major Findings 48
6.2 Pedagogical Implications 50
6.2.1 Understand Students’ Level 51
6.2.2 Choose Suitable Patterns 51
6.2.3 Believe in the Students’ Capability 51
6.2.4 Promote Negotiation of Forms 51
6.3 Suggestions for Future Orientations 52
Bibliography 53
Acknowledgments 58
附表索引
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