关于英语课上的学生错误，教师纠正性反馈和学生回应的案例研究.docVIP

　　关于英语课上的学生错误，教师纠正性反馈和学生回应的案例研究----英语教学论文 --Chapter 1 Introduction 1.1Research Background Since 1970s, studies on second or foreign language classroom interactions,especially on teacher-student interaction has been of considerable interest to secondlanguage acquisition (SLA) researchers. Teachers CF teaching receives increasing attention.There are various opinions on the effectiveness of teachers CF in classroom ation.Errors could be reinforced and bee learners habit if they are not corrected timely.Therefore, traditionally teachers may try to directly correct all the errors made bystudents. ay impair students enthusiasm in the class，or inteirupt the flounication. Thus, they hold that errors are mon and inevitableduring the process of learning, so teachers should be tolerant of students errors.Hoe researchers(Long，1996; Sidt，1990) insist that CFdoes play a role in promoting language learning as it can help students to realize thedifference bete questions to be discussed. ……… 1.2Significance of the Study Longs Interaction Hypothesis, Sidts Noticing Hypothesis all prove the importance of teachers’ CF in SLA. Plenty ofresearchers (Lyster Ranta 1997; Hendrickson 1978; Ellis 1994; Carroll Spirical and theoretical studies about teachers CF and learnersuptake. Although, there are still controversies about error correction, the researchersadmit the role of teachers CF in language teaching. These studies, hoong error types, corrective feedback types，and learners uptake.In china, there are some researchers (Hu 2004; Qin 2008) focusing on this topic, butmost of them choose college students as participants. All in all，more studies areneeded to achieve a better understanding of corrective feedback. Thus，the authorconducts a study in high school aiming to find out teachers and students’ opinionsabout CF and teachers behavior of error correction in class so as to provide somesuggestions for teaching and learning.In order to find the ans observational research and aquestionnaire s