显性纠错反馈和隐性纠错反馈在高中英语语法教学中的应用研究--以定语从句为例

显性纠错反馈和隐性纠错反馈在高中英语语法教学中的应用研究--以定语从句为例

１分类号密级ＵＤＣ編号１０７３６硕士学位论文显性纠错反馈和隐性纠错反馈在高中英语语法教学中的应用研究以定语从句为例研究生姓名：熊雅卓指导教师姓名、职称：蔡兰珍教授：教育硕士专业名称？研宄方向：学科教学（英语）二〇一六年Ｈ—月 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchools——ACaseonAttributiveClause显性纠错反馈和隐性纠错反馈在高中英语语法教学中的应用研究——以定语从句为例XiongYazhuo熊雅卓 郑重声明本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有剽窃、抄袭、造假等违反学术道德、学术规范和侵权行为，否则，本人愿意承担由此。而产生的法律责任和法律后果，特此郑重声明学位论文作者（签名）：ｔ＂２〇以年月２／日？ ／学位论文使用授权书本论文作者完全了解学校关于保存、使用学位论文的管理办法及规定，即学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，，允许论文被查阅和借阅接受社会监督。本人授权西北师范大学可以将本学位论文的全部或部分内容编入学校有关数据库和收录到《中国硕士学位论文全文数据库》进行信息服务，也可以采用影印、缩印或扫描等复制手段保存或汇编本学位论文。一□本论文提交□当年／口年／两年／□三年以后，同意发布。若不选填则视为一年以后同意发布。，注：保密学位论文在解密后适用于本授权书。作者签名：、、衆碓年，签名：０州“ｌ＼ｎＪ卜 西北师范大学研究生学位论文作者信息显性纠错反馈和隐性纠错反馈在高中英语语法教学中的应用研究论文题目—以定语从句为例姓名熊雅卓学号2013310090专业名称教育硕士答辩日期2016年11月15日备注： ContentsAbstract......................................................................................................................................................i摘要.......................................................................................................................................................iiChapterOneIntroduction.......................................................................................................................11.1Backgroundofthestudy...................................................................................................................11.2SignificanceandPurposeofthestudy..............................................................................................1ChapterTwoLiteratureReview.............................................................................................................32.1ConceptsofMajorTerms.................................................................................................................32.1.1Errors.........................................................................................................................................32.1.2CorrectiveFeedback..................................................................................................................42.2PreviousRelevantStudiesofExplicitandImplicitCorrectiveFeedback........................................72.2.1StudiesofExplicitandImplicitCorrectiveFeedbackAbroad..................................................82.2.2StudiesofExplicitandImplicitCorrectiveFeedbackatHome..............................................132.3Summary........................................................................................................................................14ChapterThreeTheoreticalBasis..........................................................................................................163.1ErrorAnalysis................................................................................................................................163.1.1Classificationoferrors.............................................................................................................163.1.2StepsofErrorAnalysis............................................................................................................173.1.3ErrorCorrection........................................................................................................................183.2InterlanguageHypothesis...............................................................................................................193.3InputHypothesis............................................................................................................................203.4NoticingHypothesis.......................................................................................................................20ChapterFourMethodology...................................................................................................................224.1ResearchQuestions........................................................................................................................224.2Subjects..........................................................................................................................................224.3Materials..........................................................................................................................................234.4Instruments.....................................................................................................................................234.4.1Questionnaire...........................................................................................................................234.4.2Tests.........................................................................................................................................23 4.5Researchprocedure........................................................................................................................244.6Experimentalprocedure.................................................................................................................244.7Datacollectionandanalysis...........................................................................................................33ChapterFiveResultsAndDiscussion..................................................................................................345.1ResultsofthePretestanddiscussion...............................................................................................345.2Resultsoftheposttestanddiscussion.............................................................................................355.3Resultsofthequestionnaireanddiscussion...................................................................................36ChapterSixConclusionAndSuggestions............................................................................................416.1MajorFindings...............................................................................................................................416.2PedagogicalImplicationsandSuggestions....................................................................................426.3Limitations.....................................................................................................................................42References................................................................................................................................................iiiAppendixI...............................................................................................................................................viiAppendixII...............................................................................................................................................ixAppendixIII............................................................................................................................................xiiAcknowledgements.................................................................................................................................xv AbstractThepurposeofthethesisistostudytheeffectsofexplicitandimplicitcorrectivefeedbackonEnglishgrammarteachinginseniorhighschoolbytakingattributiveclauseasanexample.AccordingtoErrorAnalysis,InterlanguageHypothesis,InputHypothesisandNoticingHypothesis,thewritercarriedouttheresearchamong80studentswhocomefromtwoclassesingradeone,No60seniorhighschoolandrespectivelyappliedexplicitcorrectivefeedbackandimplicitcorrectivefeedbacktothetwoclassesinteachingattributiveclause.Bydoingpretestandposttestaboutattributiveclause,andaquestionnaireafterthem,theauthorintendedtoexplorethefollowingtwoquestions:(1)IsexplicitcorrectivefeedbackmoreeffectivethanimplicitcorrectivefeedbackinEFLstudents’learningofattributiveclause?(2)Whatarethestudents"attitudestowardcorrectivefeedbackinEnglishgrammarteaching?Theauthorcollectedthedatafrompretest,posttest,andquestionnaire,analyzedthedatabyusingtheSPSS16.0andthengotthefollowingfindings:First,explicitcorrectivefeedbackisindeedmoreeffectivethanimplicitcorrectivefeedbackinimprovingEFLstudents’scoresduringlearningattributiveclause.Second,althoughmostofthestudentsagreedorstronglyagreedcorrectivefeedbackinEnglishgrammarteaching,intermsoftheattitudestowardexplicitcorrectivefeedbackandimplicitcorrectivefeedback,mostofthestudentsfrombothoftheclasses,whoreceivedexplicitandimplicitcorrectivefeedbackrespectively,heldthesameviewthattheypreferredimplicitcorrectivefeedbacktoexplicitcorrectivefeedback.Theresultisconsistentwithsomeresearchers’conclusion.Inaddition,itreflectsthatmostofthestudentswouldliketobeguidedbytheteacherstepbysteporbegivensomegentlehintsnowandthentoexperiencethecourseofcorrectingerrorsbythemselveswhentheymakeerrors.What’smore,theycanalsoclearlyknowwhytheyshouldcorrecterrorslikethatandhowtheycangettherightanswer.Intheend,consideringtheresultsfromtheresearch,thewritersuggeststhatexplicitcorrectivefeedbackandimplicitcorrectivefeedbackshouldbecombinedinteachingEnglishgrammar,whichcansatisfydifferentstudents’variousneeds.Keywords:explicitcorrectivefeedback；implicitcorrectivefeedback；grammarteachinginseniorhighschooli 摘要本论文针对显性纠错反馈和隐性纠错反馈在高中英语语法教学中有效性进行了对比，具体是以定语从句为例。作者用错误分析理论，中介语假说，输入假说,和注意假说为基础,针对兰州市第六十中学高一年级两个班的80名学生，在定语从句教学中分别运用了显性纠错反馈和隐性纠错反馈，通过对学生进行定语从句知识的前后测试以及随后的问卷调查，旨在探索两个研究问题:(1)学生在学习定语从句的过程中，显性纠错反馈要比隐性纠错反馈更有效吗？(2)在英语语法教学过程中学生对于纠错反馈的态度是什么？作者通过对前后测和问卷调查的相关数据的收集，以及运用SPSS16.0统计软件对所得数据进行分析，得出以下发现:首先，在学生学习定语从句的过程中，显性纠错反馈在提高学生成绩方面的确要比隐性纠错反馈更有效。第二，虽然大部分学生对英语语法教学中的纠错反馈持赞同或积极赞同的态度，然而就学生对于显性纠错反馈和隐性纠错反馈的态度而言，两个接受不同纠错反馈的班级里大部分学生都更加偏爱隐性纠错反馈。这一结果与部分研究者的结论保持一致，也反映出大部分学生在出错时愿意让老师一步步引导或给予委婉的暗示，以便体验自我纠错的过程且让他们更加清楚地了解错误的原因以及纠错的方法。最后，基于本研究结果,作者提出，在语法教学中要将显性纠错反馈和隐性纠错反馈相结合，以便提高课堂效率的同时满足不同层次学生的不同需求。关键词:显性纠错反馈；隐性纠错反馈；高中英语语法教学ii ChapterOneIntroductionChapterOneIntroduction1.1BackgroundofthestudyCurrently,thestatusofgrammarteachinginChinahasundergoneadynamicchange.Traditionally,theGrammar-translationMethodhasdominatedtheFLTfieldinChinaforalongperiod.Inusingthismethod,studentsspendyearsstudyinggrammarinthetraditionalclassroom.However,manyofthemcannotuseEnglishincommunicationsuccessfully.Inthe1970s,thestatusofgrammarwaschallengedwiththeintroductionofCommunicativeLanguageTeaching(CLT).However,teachersandstudentsfindsomeproblemswithlearners’accuracyinusinglanguageundertheguidanceofCLTandChinesestudentstendtomakealotoferrorsespeciallyingrammarbecauseofdifferentlanguagesystems.Asweallknow,theultimateaimofeducationistoteachlearnershowtolearnknowledge.Englishlearningisbecomingmoreandmoreimportantinourlife.Tomasterthewayofhowtolearnknowledge,learnersmustlearnknowledgewhichcanproduceknowledge,andgrammarisjustsuchknowledge.That’stosay,attentionshouldbepaidtogrammarteachingsothatlearnerscantrytolearnmore.Grammarexplainsthestructureoflanguage,andprovidestherulesorlawsoflanguage.Tocultivatelearners’autonomousability,learnershavetoobtainsystematicalknowledgeofgrammaticalrulestoguidefuturestudybythemselves.Correctgrammarcanacceleratetheprocessoflanguagelearning,enablelearnerstolearnanduselanguagecreatively,andregulatelanguageuse.Soitisnecessaryforteacherstocorrectstudents’errorsmadeingrammaranditisessentialforteacherstouseandcomparedifferentcorrectivefeedback.DespitethefactthatEnglishclassroominstructionhasshiftedfromattentiontolanguageformstofunctionoflanguagewithincommunicativecontext,seniorhighschoolstudentshavetofacethecollegeentranceexamination,inwhichgrammarruleshavetobeincluded.Soaccurateformandproperuseincontextareneededtobeemphasized.Asamatteroffact,mostEnglishteacherspaylittleattentiontoerrorcorrectionmethodswhenteachinggrammar.Besides,studentsarepoorinself-correction.So,thestudyontheeffectivenessoferrorcorrectionhasbecomenecessary.Itcanassistteacherstogetbetteradviceonhowtoofferpropercorrectivefeedbacktotheirstudentsandhelpstudentsgraspthesecondandforeignlanguagemoreaccurately.1.2SignificanceandPurposeofthestudyBeyonddoubt,thedesalinationofEnglishgrammarteachingdoesn’tmeanthatteachersshouldteach1 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-andexplaingrammarruleslessandlessinclass.Instead,grammarteachingisstillplayinganimportantroleinEFTinChina.Asweallknow,itisinevitableforstudentstomakeerrorsingrammar.Foranother,toomanygrammarerrorsarebarriersinlearningEnglishandcommunication,soteachersshoulddeeplystudyhowtoteachEnglishgrammarandhowtoguidestudentstolearnEnglishgrammarefficiently,soastoimprovetheefficiencyofgrammarteachingandlearning.Inaddition,afterteachinggrammar,accordingtostudents’grammarerrors,ifteacherscanusevariousandpropercorrectivefeedbackapproachesanddiverseperspectivetocorrecttheerrorsinsteadoftraditionalways,suchasdirectcorrectionorrepeatedpractice,theywillnotonlyhelpguaranteestudents’moreattentiontotheformsofgrammarbutalsoguidestudentstofocusonthefunctionandmeaningofgrammar.ThemostimportantisthatstudentscanactuallyuseEnglishlanguageonthebasisofgrammarrulesflexiblyratherthanjustmemorizesomeEnglishsentencesandgrammarrulesfirmly.Inviewofthis,asfarastheresearcherisconcerned,correctandpropercorrectivefeedbackwillhaveasignificantinfluenceoninstructingteachingandlearningEnglishaswellasimprovingtheefficiencyofgrammarteachingandlearning.SothestudyisdesignedtotestwhethertheexplicitcorrectivefeedbackismoreeffectivethantheimplicitcorrectivefeedbackforEFLlearnersinlearningattributiveclause.Inaddition,italsoaimstoexaminethestudents"attitudestowardcorrectivefeedbackinEnglishgrammarteaching.Itisexpectedtocontributesomeimplicationstosecondlanguagelearningandteachingintermsoferrortreatmentandhelptosolvesomeproblemsofsecondlanguagelearning.2 ChapterTwoLiteratureReviewChapterTwoLiteratureReview2.1ConceptsofMajorTerms2.1.1ErrorsFromthe1950stothe1960s,behavioristsstatedthaterrorsinsecondlanguagewerecausedbytheinterferencefromthenativelanguage.However,Mentalistsclaimederrorsbelongedtosecondlanguagelearners’interlanguage.Thenewopiniongotsomeresearchersinterestedinstudyingtheroleoferrorsinsecondlanguagelearning.Asaresult,inthe1970s,ErrorAnalysis(EA)appearedasanewitem.Atthementionoftheword,error,anotherwordwillimmediatelycomeintoourmind,whichismistake.Thedifferencebetweenerrorandmistakeisalwaysthefocusofargumentformanygrammarians.Ifwecarefullystudythedifferentdefinitionsforerrorfromothergrammarians,wecanmakesenseof‘errors’better.Dulay(1974)statesthaterrorsaresomeflawsinlearners’speechorwritingandtheyaredeviationfromsomeselectednormofmaturelanguageperformance.Lalleman(1996)stateserrorbelongstoakindoflanguageformoramixtureofforms.Kubota(1991)explainsthaterrorhappenswhenthelearnermisusesormisunderstandsthetargetlanguage,maybeitisaboutgrammarorpragmatics.InviewofEllis(1990),errorisadeviationfromthenormsofthetargetlanguage.Fromtheauthors’pointofview,error,inabroadsense,referstothedeviantutteranceinthetargetlanguage.However,ifwetrytonarrowdown,wecouldfindoutthedifferencebetweenerrorsandmistakes.Infact,mistakesare“adventitiousartifactsoflinguisticperformance”byCorder(1967).Inotherwords,thecausesofmistakesarenonsystematicandsomecasualreasons,likememorylapse,anxietyoreventiredness,couldeasilyleadtotheappearanceofmistakes.Onthecontrary,errorcanberegardedasasignoflearner’sperformancewithtargetlanguage.Itsappearanceismainlyduetothelearner’slackofknowledgefortargetlanguage.AccordingtoBrown(2001),errorswillinevitablyappearwhenlearnersareintheprocessofacquisition.Iflearnersdon’trecognizetheirerrors,theywillevenblocktheprocessofacquisition.Onthecontrary,iftheycommit,theywillbenefitalotfromavarietyofcorrectivefeedbackforms.Edge（1989）claimsthataslipcanbeself-correctedbyalearnerifitispointedoutandifheorsheisofferedtheopportunitybutanerrorcannotbeself-correctedbyalearner.Inviewofthispoint，theauthorcomestoaconclusionthaterrorsaredifficultforlearnerstodowithintheprocessofacquisitionandworthstudy.3 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-2.1.2CorrectiveFeedback2.1.2.1DefinitionsofCorrectiveFeedbackTherearevarioustechnicaltermstodescribetheprocessofgivingfeedbackinresponsetolearners’errorsinthesecondlanguageacquisitionliterature.Errortreatmentorerrorcorrectionisusedinresearchonclassroombehaviorofteachers.Repairisaitemindiscourseanalysis.Correctivefeedbackcanalsobenamednegativefeedbackornegativeevidenceinthefieldoflinguistics.Inthesecondorforeignlanguageclassrooms,theresponsefromteachers’tostudents’performancesisdefinedas“teacherfeedback”,whichhastwokinds:positivefeedbackandnegativefeedback(Allwright,1975;Chaudron,1988).Thefirstonereferstotheteacher’sagreementtothestudents’correctutterance,however,thesecondonemeansanyhintoflearners’non-targetlikeorincorrectuseofthetargetlanguageorerrors(Schachter,1991).Chaudron(1988)statesthaterrortreatmentreferstoanyteacherbehaviorfollowinganerror,whichminimallyattemptstotellthelearnerthefactthathehasmadesomeerrors.Ellis(1990)claimsthaterrortreatmentisgenerallyusedtorefertoattemptstodealwitherrorsconcurrentwiththeirappearanceinlearnerlanguage.Repairreferstosomeattemptstoidentifyandremedygeneralcommunicationproblems(Ellis,1994a).Incomparisonwithothertermsabove,correctionorerrorcorrectionisnarrowinmeaning.Itreferstoanattempttosupply‘negativeevidence’intheformoffeedbackthatdrawsthelearner’sattentiontotheerrorstheyhavemade(Ellis,1994a:583-4).LightbownandSpada(1999)statesthatcorrectivefeedbackisanyhinttothelearnersthattheyusethetargetlanguageincorrectly,includingavarietyofresponsesthelearnergetsafterheorshemakeserrors.Inlanguageacquisition,theterms,negativeevidence,correctivefeedback,andnegativefeedback,arefrequentlyusedbyresearchers(Schachter1991).Inthepresentstudy,thewriterusestheterm,correctivefeedbackinsteadofothers.2.1.2.2TypesofCorrectiveFeedbackInthefieldofsecondlanguageacquisition,thereexistdifferentclassificationsofcorrectivefeedbackbasedondifferentresearchperspective.4 ChapterTwoLiteratureReviewForeigntypesresearchesSchachler1)explicitcorrectionfeedback(1984)2)confirmationcheckandclarificationrequests3)implicitcorrectivefeedback4)indicationofverbalinteractionChaudron1)factoferrorindicated2)blameindicated3)locationindicated(1988)4)modelprovided5)errortypeindicated6)remedyindicated7)opportunityfornewattemptgiven8)improvementindicated9)praiseindicatedDoughty1)teacherclarificationrequest2)teacherexpansion3)teacherrecast(1994)4)teacherrepetition5)teacherEnglish6)teachertranslationSpadaand1)correction2)comment3)expansion4)repetitionFrohlich5)paraphrase6)elaborationrequest7)clarificationrequest(1995)Lysterand1)ExplicitdefinitionExplicitcorrectionofferstheexplicitconditionofthecorrectRantacorrectionform.Astheteachergivesthecorrectform,heorsheclearly(1997)indicatesthestudent’serrorinhisutteranceexampleS:[…]lecoyote,lebisonetlagr…groue(phonologicalerror)T:Etlagrue.Onditgrue.(Lyster,1997)2)ElicitationdefinitionElicitationiscorrectivetechniqueswhichinspirelearnerstocorrecterrorsbythemselves.a.Theteacherpausesonpurposetoleadthestudenttofinishhisutterance.b.Usequestionstoelicitthecorrectformsc.TheteacherasksthestudenttoreformulatehiswrongutteranceexampleS:Lechienpeutcourt.T:Lechienpeutcourt?Lechienpeut…[pauseforelicitation]5 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-(Lyster,1997)3)RepetitiondefinitionRepetitionmeanstheteacherrepeatsthestudent’sincorrectutteranceusuallybychangingtheirintonationinordertohighlighttheerror(pp.46-49).exampleS:Le…legirafe?T:Legiraffe?[Repeatandchangetoneforrepetition](Lyster,1997)4)RecastsdefinitionRecastsrefertotheteacher’sreformulationofallorpartofastudent’sutteranceusingcorrectform.Thatistosay,theteacherrepeatsallorpartofthestudent’ssentenceintherightforminsteadoftellinghimorherwhereandwhytheymakeerrors.exampleS:toherisgoodthingT:yeahforherit’sagoodthingS:becauseshegotalotofmoneythere(Loewen&Philp,2006)5)definitionMetalinguisticfeedbackprovidessomecomments,Metalinguistiinformation,orquestionswhicharelinkedtothecwell-formednessofthestudent’sutteranceinsteadofofferingexplicitcorrectform.exampleS:yesterdayJoeandBellahwenttoahBill’sgrandmotherandvisittheirgrandmotherT:andvisit,youneedpasttenseS:Visited,yes(Ellis,2006)6)definitionClarificationofferssomeindicationtostudentsthataClarificationreformulationisneeded,whethertheteachermisunderstandsstudents’utteranceortheutteranceiswronginsomeformexamplee.g.:S:Est-ceque,est-cequejepeuxfaitunecartesurle…6 ChapterTwoLiteratureReviewT:Pardon?(Lyster,1997)Panovaand1)recast,translation2)clarification3)requestLyster4)metalinguisticfeedback5)elicitation6)explicitcorrection7)repetition(2002)Ellis,Lowen1）explicitcorrectivefeedback：explicitcorrectionandmetalinguisticfeedback,andErlam2）implicitcorrectivefeedback:recasts,repetition,clarificationrequests,andelicitation,(2006)Ellis,Lowen,andErlam(2006)claimthatcorrectivefeedbackcanbedistinguishedaccordingtohowimplicitorexplicititis.Asforimplicitfeedback,thereisnoapparenthintthatthelearnerhasmadeanerror.However,anapparenthintisincludedinexplicitfeedback.Soalthoughthereexistvariouscorrectivefeedback,eachonecanbeinducedintoexplicitcorrectivefeedbackorimplicitcorrectivefeedback.Inthisway,recasts,clarificationrequests,elicitation,andrepetition,whicharefromLysterandRanta’sclassificationofcorrectivefeedback,belongtoimplicitcorrectivefeedback.Explicitcorrectionandmetalinguisticfeedbackbelongtotheexplicitcorrectivefeedback.Explicitcorrectivefeedbackcanletthelearnersclearlyunderstandwhaterrorstheyhavemadeandneedtobecorrected.Onthecontrary,implicitfeedbackpaysmoreattentiontomeaning.Itcanhelpguidethelearnerstocorrecterrorsbythemselves.Themostusedtypeofimplicitfeedbackisrecasts(Ellis,Loewen,&Erlam,2006),whichkeepthecharacteroffocus-on-meaning.Recastscanalsopermittheteachertomaintaincontrol(Loewen&Philip,2006).LoewenandPhilp(2006)givethedefinitionofrecastsasfollows:Recastskeepthemainideaofthelearner’sexpressionwhilethevocabulary,morphosyntactic,orphonologicalformischanged.Besides,recastsareuniversallyofferedincidentallyduringthefocus-on-meaninginteractionwhichwillrespondtonon-targetlikeutterances.What’smore,recastssupplypositiveevidenceandnegativefeedbackinsteadofofferingapparentcorrection.AccordingtothecategoryofEllis,Lowen,andErlam,thewriterofthisthesisappliesexplicitcorrectivefeedbackandimplicitcorrectivefeedbacktogrammarteachinginthepresentexperimentalstudy.2.2PreviousRelevantStudiesofExplicitandImplicitCorrectiveFeedback7 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-Correctivefeedbackisoneofthemostpopularhotsinrecentyears.AlthoughmanyresearchescarriedoutsomestudiesrelatedtothecharactersandrolesofcorrectivefeedbackinL2teachingandlearning,fewresearchers,especiallyinChina,haveconductedtheresearchontheeffectivenessofexplicitandimplicitcorrectivefeedbackingrammarteaching.2.2.1StudiesofExplicitandImplicitCorrectiveFeedbackAbroadTheterm,correctivefeedback,hasbeenahottoberesearchedforrecenttwentyyears.Hendrickson(1978)claimsthatthestudyoncorrectivefeedbackmainlyconcentratesonfivequestions.(citedinWeiLan2013)1.Shouldlearners’errorsbecorrected?2.Whenshouldlearners’errorsbecorrected?3.Whicherrorsshouldbecorrected?4.Howshoulderrorsbecorrected?5.Whoshoulddothecorrecting?Sotheresearchesoncorrectivefeedbackabroadmainlyfocusonthefivequestionsabove.SchmidtandFrota(1986)conductedaresearchonhowSchmidtlearnedPortuguesewithorwithoutguidance.Hestatedthatitwasmeaningfultogainimmediatecorrectivefeedbackwhenhemadeerrors,whichhelpedhimrealizethedifferencebetweenthetargetlanguageandinterlanguage.Mito(1993)researchedtwogroupsofstudentswhowerelearningJapaneselocativeconstructionandtheorderofadjs.Thetwogroupsrespectivelyacceptedrecast---akindofimplicitcorrectivefeedbackandmodelfeedback.Itwasprovedthatthestudentswhoacceptedrecastmadegreatprogressthantheothergroup（citedinWeiLan2013）.Mackey(2000)offeredinteractionalfeedbacktolearnersinordertocorrecttheirerrorsinpluralandpasttense.Hefoundtherewasacomplexandpositiverelationshipamongstudents’notice,form-basedstudyandinteractionalfeedback,thatwastosay,correctivefeedbackcouldmakestudentsnoticethelanguageform,consequentlytheywouldrealizethedifferencebetweenthetargetlanguageandinterlanguage.Besides,MackeyandhercolleaguesOliver(Mackey&Oliver2002;Mackey&Philp1998)researchedhowtherecast,whichbelongstoimplicitcorrectivefeedback,affectedEnglishlearners’graspforinterrogativesentencebyaseriesofexperiments.Theresultwasthatcomparedwiththecontrolgroup,8 ChapterTwoLiteratureReviewthetreatmentgroupmadegreatprogressinmasteringinterrogativesentence.Ohta(citedinHossein&Fotos2004)researchedtheutteranceofJapaneseforeignlanguageadultlearners.TheresultshowedthattheJapaneseforeignlanguageadultlearnerspreferredtogetcorrectivefeedback.DoughtyandVarela(1998)foundthatthestudentswhogotthecorrectivefeedbackandcorrectederrorsimmediatelymadegreaterprogressthanthosewhodidn’t.ButNicholas,LightbownandSpada(2001)pointedoutthatresearcherscouldn’tmakeaprematureconclusionontheeffectofinternationalfeedback,especiallyfortheeffectofrecast,whichbelongstoimplicitfeedback.Inaddition,LysterandRanta(1997)alsofoundthatintheFrenchimmersionclass,althoughrecastwasthemostfrequentlyusedcorrectivefeedback,elicitationcouldhelplearnersrealizetheirerrors,trytocorrecttheerrorsandgivethecorrectexpressionmoreefficiently.Someforeignresearchersandlinguistsalsodidsomeresearchestocontrastexplicitcorrectivefeedbackwithimplicitcorrectivefeedbackbasedondifferentgrammar.Thefindingssuggestedthatexplicitcorrectivefeedbackwasmoreeffectivethanimplicitcorrectivefeedback.Forinstance,CarrollandSwain(1993),comparedexplicitcorrectivefeedbackwithimplicitcorrectivefeedbackinearliertime.Theyconductedaresearchondativeverbsamong100SpanishandadultESLlearners.Theyallhadthelowintermediatelevel.Theyweredividedintofivegroups:GroupAwerecarriedoutdirectmetalinguisticfeedback;GroupBgotthewayofexplicitrejection;GroupCacceptedrecasts;GroupDwasimplementedindirectmetalinguisticfeedbackandGroupEactedasthecontrolgroup.AsforGroupA,B,C,andD，theresearcherofferedtwofeedbacksessions,andarecallproductionmissionwasprovidedaftereachsession,whichaimedtolettheparticipantshaveproductionwithoutfeedback.Thefindingsshowedthatalltheexperimentalgroupsbehavedbetterthanthecontrolgrouponthetworecalltasks,amongwhichGroupAperformedbetterthananyothergroup.Accordingtothefindings,CarrollandSwainconcludedthattheexplicitcorrectivefeedbackoutperformedtheothers.Nagata(1993)studied32second-yearuniversitystudentsduringthecourseoflearningJapanese(L2)passivestructures:verbalpredicatesandparticles.Theresearcherdividedtheparticipantsintotwogroupsandprovidedfeedbacksonerrorsintwoforms.GroupA,actingasthetraditionalgroup,wasgivenfeedbacksuggestingsomethingmissingornotexpected(lessexplicitmetalinguisicfeedback)whileGroupB,servingasintelligentgroup,wascarriedoutthesamefeedbackwithmetalinguisticexplanations(moredetailedmetalinguisticfeedback).Learnerswererequiredtocompletecomputer-basedexerciseswhich9 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-neededthemtobeinresponsetosentencesmadebyanimaginarypartner.Sentenceswereprovidedintheformofcomputer-basedandfeedbackonerrorswereofferedonthebasisofgroupmembership.Awrittentestwasseveredasthetreatmenttaskintheformofsameformat.ThefindingindicatedthatGroupBremarkablyperformedbetterthantheformergroupontheparticles.Muranoi(2000)studiedwith114first-yearJapanesecollegestudentsusingindefinitearticles,whoweredividedintodifferentgroups.Onegroupreceivedformaldebriefing(includingmetalinguisticinformation).Anothergrouphadfocus-on-meaningdebriefing.Athirdgroupwastreatedasthecontrolgroup.Thewritercarriedoutagrammaticalityjudgmenttest,anoralproductiontask,andawrittenproductionamongthestudents.Theresearchcourselastedforfiveweeks.Theresultsfromtheposttestsindicatedthatthetwoexperimentalgroupsbothimprovedmorethanthecontrolgroup.What’smore，GroupAwasconsideredtoperformbetterthangroupBonposttestone.Inanotherstudy,Carroll(2001)researchedonthetasktoformnounsfromverbsanddistinguishthemfromeventnounswith100adultlow-intermediateESLlearners.HeadoptedthefivegroupsinCarrollandSwain(1993).Thespecificexamplewasthewordhelp(e.g.‘help(V)help/helping’(N)).Thetestswerebasedonelicitedverb-nounconversionsinasentenceformat.Thefindingsshowedthatvariousfeedbackwouldhelplearnersacquirethetargetedobjectsbythefeedback.However,onlydirectexplicitmetalinguisticinformation(GroupA)andindirectmetalinguisticfeedback(GroupD)couldmakelearnersgetageneralization.Modeling/correction(i.e.recasts)wasunabletohelplearnersfacilitategeneralization.HavranekandCesnik(2003)conductedastudywith207universitystudentswhomajoredinEnglishtotesttheeffectivenessofdifferentcorrectivefeedbacktechniquesbyusingvariousEnglishphonological,lexicalandgrammaticalfeatures.FigureswerecollectedfromnormalEnglishlessonsbasedon1700correctivefeedbackepisodes.Thesetestswereclass-specifictestswhichhavespecificgoalforcorrecteditems:writtenandoralcompletiontasks;translation;correctionandreading-aloud.Thefindingssuggestedthattheeffectofelicitedselfcorrection(metalinguisticinformationincluded)wasthebest,andexplicitrejectionwithrecastrankedsecond.Theleasteffectiveonewasonlyrecasts..Lyster(2004)studiedFrenchgrammaticalgenderwith148gradefive(10-11yearold)studentsinaFrenchimmersionprogram.Thesestudentsweredividedintofourgroups:Group1hadform-focusedinstruction(FFI)withrecasts;Group2wasFFItogetherwithpromptswhichincludesexplicitfeedback;Group3wasonlyFFIandGroup4wasthecontrolone.TheresultsshowedthatGroup2wastheonlyone10 ChapterTwoLiteratureReviewthatperformedbetterthanthecontrolgrouponall8measures.Besides,group1wasmuchmoreeffectivethanthecontrolgroupon5outof8measures.Sothisstudyindicatedthatexplicitfeedbackwasbetterthanimplicitfeedback.RosaandLeow(2004)conductedaresearchamong100adultuniversitystudentsofL2Spanishtoinvestigatethestructurewhichwascontrarytotheconditionalsentencesinthepast.Therewerethreegroups:GroupAgotexplicitfeedbacktocorrectandincorrectresponseswhichinvolvedmetalinguisticexplanationandchancestohaveatryoncemoreifitwasincorrect.GroupBweregivenimplicitfeedbackinvolvingiftheanswerwasrightorwrong.GroupCwastreatedasthecontrolone.Thetargettaskwasfromcomputer-basedexposuretoinput-basedjigsawwhichwascharacterizedby‘taskessentialness’.Thisresearchcontainedanimmediatepost-testandadelayedpost-test,bothofwhichconsistedofthreemultiple-choicerecognitiontestsandthreewrittencontrolledproductiontests.Thefindingswereillustratedintermsof‘old’and‘new’subjects,whichshowedhatasfortherecognitiontests,therewasastatisticallysignificantdifferencebetweenGroupAandBfornewbutnotoldobjects.However,astotheproductiontests,statisticallysignificantdifferencewasapparentfortheoldbutnotthenewones.GroupAandBperformedbetterthanthecontrolgroup.Themostimportantisthattheeffectoftheexplicitfeedbackwasmoreevidentthantheimplicitfeedback.Ellis,LoewenandErlam(2006)carriedoutaresearchontheresultsofexplicitandimplicitfeedbackontheacquisitionofthesecondlanguagegrammar.34adultESLlearnersinaprivatelanguageschoolweredividedintotwogroupsinthestudy,anexperimentalgroupandacontrolgroup.Low-intermediatelearnerswererequiredtofulfilltwocommunicativetasksinwhichthetwogroupsshouldusemetalinguisticexplanationandrecastsrespectivelytorespondtotheerrorwhichwasmadeintargetlanguage.Itwastestedintwotypes(theoralimitationtestandtheuntimedgrammaticalityjudgmenttest),whichwerecarriedoutpriortothetreatment,onedayafterthetreatmentandtwoweekslateragain.Thefindingssuggestedthatinthetwodelayedpost-testsexplicitfeedbackperformedbetterthanimplicitfeedback.ZohrabiandEhsani(2014)exploredtheeffectwhichtheimplicitandexplicitcorrectivefeedbackhadonPersian-speakingEFLlearners’awarenessandtheinfluencetheyhadontheaccuracyofEnglishgrammar.Thereweretwotestswhichwereconductedonexplicitgroupandimplicitgroup.Inthetests,tenEnglishsentencesinpasttenseandpresenttense,whichdidn’thavecorrectverbforms,wereshown.After11 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-finishingtheresearch,thewriterdrewtheconclusionthatalthoughthegrammaraccuracyandawarenessofthetwogroupswerebothimproved,explicitgroupperformedbetterthanimplicitgroup,whichindicatedthatexplicitcorrectivefeedbackwasmoreeffectivethantheother.Onthecontrary,therearesomestudieswhichindicatedthatimplicitfeedbackismoreeffectivethanexplicitfeedbackingrammarteaching.Leeman(2003)studiedthetargetstructure,i.e.noun-adjectiveagreementwith74first-yearuniversitylearnersinSpain,whoweredividedintofourgroupsperformingcommunicativetasksone-on-onewiththeresearcher.GroupAwasrecastsgroup;GroupBwasnegativefeedbackgroupwithsourceorproblemindicatedbutnotcorrected.GroupCwasenhancedsaliencewithnofeedbackgroup,andgroupDwasthecontrolgroup.Accordingtoapost-testanddelayedpost-testwithpicturedescriptiontasks,thestudyshowedthatonlygroupAandCweremoreeffectivethanthecontrolgrouponanymeasure.Thus,therecastgroupwasbetterthanthecontrolgroupandgroupBmightberegardedasexplicitfeedback.However，anothertwostudiesgiveusanotherdifferentconclusionthatthereisnodifferencebetweenrecastsandmetalinguisticcorrectivefeedback.KimandMathes(2001)didtheirempiricalresearch.Heasked20KoreanadultESLlearnerswithhighintermediateEnglishProficiencytocompletetheexperiment.Dativeverbswasthetargetstructure,whichwasthesameasthetargetstructureinCarrollandSwain"sresearch(1993).Theparticipantsformedtwoexperimentgroups.Group1receivedexplicitmetalinguisticfeedback.However,Group2receivedrecasts.Duringtheresearchperiod,atfirst,feedbackwasgivenintwosessions,thenproductionwithnofeedbackwererequiredforeachofthesessions,andabreakofoneweekbetweentwosessionswasnecessary.Next,somecontrolledproductionmissionswithoutfeedbackweregiventothestudents.Thefindingsshowedthattherewerelittledifferencesbetweentheresultsofthefirstandsecondproductionmissions,andtheharvestofthetwogroupsinproductionwasalmostthesame.However,intermsoflearners’attitudestowardthetwokindsoffeedback,explicitfeedbackwasmorepopularwiththelearnersinthestudy.Sanz（2003）studied28Spanishlearnerswhowerefreshstudentsinauniversity.The28studentsweredividedintotwogroupstodoresearchaboutpronouns.GroupAreceivedmetalinguisticfeedbackandimplicitfeedbackwasappliedtogroupB.Resultsfrominterpretationtestsandproductiontestswhichwereintheformofcompletingsentencesandretellingvideocontent,suggestedthattheabilityofinterpretationinthetwogroupswerebothimprovedandbothofthemcouldshowthetargetstructureperfectly.Sothere12 ChapterTwoLiteratureReviewwasnodifferencebetweenthegroupsonanymeasure.Inconclusion,theformerresearchesonexplicitandimplicitcorrectivefeedbackabroadshowedthatexplicitandimplicitcorrectivefeedbackwerebothefficientinL2learning.Buttherewerestillsomedifferencesamongthem.Themajorityoftheresearchesshowedthatexplicitcorrectivefeedbackwasmoreeffectivethanimplicitone.Onlyveryfewpeopleheldthetwodifferentviewsthatimplicitcorrectivefeedbackwasbetterthanexplicitoneandthetwocorrectivefeedbackalmosthadthesameeffect.2.2.2StudiesofExplicitandImplicitCorrectiveFeedbackatHomeInChina,althoughsomeresearchersstudiedexplicitandimplicitcorrectivefeedback,theymainlypaidattentiontotherelationshipbetweencorrectivefeedbackandstudents’responseorintake,andtheyalsostudiedtheeffectofrecast,whichwastheworstamongtheothers.Sotherearefewempiricalresearchesthatfocusontheeffectivenessofexplicitandimplicitcorrectivefeedbackingrammarteaching.LiuMeihongandPengLixia(2011)didanempiricalresearchtocompareexplicitandimplicitcorrectivefeedbackinwriting.50studentsandtenteachersinseniortwoparticipatedintheresearch,whowerefromoneofthehighschoolsinNanchangcity.Bydoingtheresearch,theyconcludedthatwhetheritisexplicitcorrectivefeedbackorimplicitcorrectivefeedback,bothofthemcouldhelpstudentsimprovetheirwriting.Intermsofcorrectinggrammarerrors,implicitcorrectivefeedbackwasmoreeffectivethanexplicitcorrectivefeedback.LiJian(2012)didaresearchtocomparestudents’attitudestowardteachers’correctivefeedbackinclass.325studentsfromprimaryschool,middleschoolandseniorhighschooltookpartintheresearchbyquestionnaireandinterview.Theconclusionwasthatprimaryschoolstudentslikedexplicitcorrection,middleschoolstudentspreferredtheformofnegotiation,andseniorhighschoolstudentslikedbothofthem.ShiGuangandLiuXuehui(2008)didresearchbyquestionnaire,observationandinterviewamongsixstudentsand240students.Thentheydrewtheconclusionthattheformofnegotiation,includingrepetition,elicitation,clarificationrequestandmetalinguisticcorrectionwasthemosteffectivecorrectivefeedback,whichgotagreementfrombothteachersandstudents.Explicitcorrection,whichwaspopularwithstudentsratherthanteachers,rankedsecond.Recast,whichwaspopularwithteachersratherthanstudents,gottheworsteffectamongthesixcorrectivefeedbackapproaches.LeiLei(2008)researchedtherelationshipbetweenexplicitcorrectivefeedback,implicitcorrective13 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-andSLAamong54collegestudentsinSouthChinaUniversityofTechnology.Hefoundthatmetalingusticfeedbackcouldimproveacquisitionbetterthanrecast.TangJieyi(2003)investigatedtherelationshipbetweenteachers’correctivefeedbackandstudents’responseinclass.Sheobserved23studentsinEnglishmajorforthreemonthsandrecordedtheclassroomteaching.Inconclusion,theresultindicatedthatexplicitcorrectivefeedbackwasmorehelpfulthanimplicitcorrectivefeedbackintheaspectofstudents’response.ShiGuang(2005)didaresearchwhichwasaimedtostudytherelationshipbetweenteachers’correctivefeedbackandlearners’intake.Thedatabasewasdrawnfromtranscriptsofaudiorecordingsof18Englishlessonsofsixteacherswitheachteacher3lessons,totaling15.2hours.Oneofthemainfindingswasthatgrammaticalerrorswerethemostfrequentonesofallerrorswhichweremadebythelearnersandtherefore,thecorrectionongrammaroughttobemuchmorethanotherkindsoferrors.ChenXin（2005）analysed15-hourclassroomrecordingandvideoofnineteachersintwoChangshamiddleschool,andconcludedthatmostoftheteachers’correctivefeedbackcouldinspirestudents’response.Recastwasusedmorethanotherforms,buttheeffectwastheworst.Onthecontrary,elicitation,whichwasneglectedbyteachers,gotthebestresult.Fromtheresearchesabove,wecanseetheresearchersinChinacarriedoutsomerelativestudyoncorrectivefeedbackindeed,butmostofthemhavenorelationshipwitheffectivenessofexplicitandimplicitcorrectivefeedbackingrammarteaching,foranother,mostofthemusedobservation,interview,questionnaireoraudiorecordingtodotheirresearch.2.3SummaryResearchershavecarriedoutlotsofstudiesoncorrectivefeedback,especiallytheresearchersabroad.Theynotonlyexploredtheeffectofcorrectivefeedbackbutalsocontrastedtheexplicitandimplicitcorrectivefeedbackbasedondifferenttypesofgrammaritems.CarrollandSwain,Nagata,Muranoi,Carroll,Lyster,RosaandLeow,Ellis,LoewenandErlam,ZohrabiandEhsanisupporttheideathatexplicitcorrectivefeedbackismoreeffectivethanimplicitcorrectivefeedback.Onthecontrary,anotherconclusionthatimplicitcorrectivefeedbackismoreeffectivethanexplicitcorrectivefeedbackisdrawnbyLeeman.Sanz,KimandMathsstatethatthereisnodifferencebetweenthem.Inconclusion,alloftheresultshavemadegreatcontributionstothesecondlanguagelearningandteachingandlaidagoodfoundationfortheresearcherswhowanttodorelativeresearchafterwards.14 ChapterTwoLiteratureReviewConsideringthepreviousstudiesabroad,wecanseethatmoststudiesdrawtheconclusionthatexplicitcorrectivefeedbackismoreeffectivethanimplicitcorrectivefeedback.Inthesestudies,theresearchersmainlyusedmetalinguisticfeedback,whichbelongstoexplicitcorrectivefeedback,andrecast,whichbelongstoimplicitcorrectivefeedbacktoexaminetheefficiencyofexplicitcorrectivefeedbackandimplicitcorrectivefeedback.Asfortheresearchsubjects,mostoftheresearcherschoseuniversitystudents,andfewchoseseniorhighschoolstudentsastheirsubjects.ResearchersmainlyappliedmetalinguisticfeedbackandrecasttotheteachingandlearningofthesecondlanguagegrammaramongSpanish,Japanese,French,orBritishstudents.Infact,inChina,therearen’ttoomanyrelativestudieswhicharerelatedtoEnglishgrammar,especiallyinauthenticEnglishclass.Inaddition,therearefewresearcheswhichareabouttheeffectivenessbetweentheexplicitandimplicitcorrectivefeedbackingrammarteaching.Accordingtothereasonsabove,theauthortriestoconductastudytocarryouttheeffectivenessofexplicitcorrectivefeedbackandimplicitcorrectivefeedbackinEnglishgrammarteachinginseniorhighschool.Duringthecourseoftheresearch,explicitcorrectivefeedback(Explicitcorrectionandmetalinguisticfeedback)areconductedingrouponeandimplicitcorrectivefeedback(recast,repetition,clarificationrequestsaswellaselicitation)areusedingrouptwo.15 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-ChapterThreeTheoreticalBasis3.1ErrorAnalysisErroranalysishasbeenarecognizedterminappliedlinguistics,whichhasbeenregardedasatooltoanalyzetheerrorsmadebylearnerssoastofurtherfindoutamorepracticalandeffectivewayforlearnerstolearnthelanguage.Erroranalysisplaysanimportantpartinthecourseofteachingandlearningforeignlanguages.Therearesomeimportantelementsinthistheory.3.1.1ClassificationoferrorsErrorsareverycomplex,sogrammarianspaymoreattentiontoitsclassification.Byfar,noneofthemcanpersuadeotherstoagreewithhimorherintermsoftheclassificationoferrors.Forthesakeofgettingarathercompleteviewoftheclassificationoferrors,theresearchresultsofotherfamouslinguisticsareshownbelow.Accordingtothesystemfortheappearanceoferrors,Corder(1967)isthefirsttoclassifyerrors.First,becauselearnerscannotclearlymakesenseofsomecertainruleintargetlanguage,pre-systematicerrorsformed.Theseerrorsappearfairlyoccasionalandnonsystematicandlearnerscannotrealizetheyhavemademistakes,sotheywillneglecttheerrors.Next,thesystematicerrorsappear.Learnershavegraspedsomerulesoftargetlanguagethroughstudy,buttheyareunabletomaketherulescomeintoeffect,thatistosay,theycannottrulyusethelanguagefreely.Theyknowwheretheerrorsare,butit’sapitythattheyhaven’ttheabilitytocorrecttheerrorsindependently.Corder(1967)alsosummarizedthepost-systematicstage.Afterlongtermofstudy,thelearnershaveagoodknowledgeofthetargetlanguage’srules.However,whentheycommunicatewithothersinthetargetlanguage,theystillcan’tspeakitfluentlyandaccuratelyasthenativespeakers.Althougherrorsmaycomeoutsometimes,thefrequencyoferrorsdecreases.Intermsoftheseerrors,thelearnersknowthereasonfortheerrorsandtheyarecapableofcorrectingthem.Otherterms,suchaserrorsofcompetenceanderrorsofperformancewerealsofirstputforwardbyCorder,whomadealotofresearchinthisfield.Dulay,BurtandKrashen(1982)mainlydivideerrorsintodevelopmenterrors,interlingualerrors,ambiguouserrors,othererrors,globalerrorsandlocalerrors.Amongallthesetypes,theglobalandlocalerrorshavetobementionedhere.Burt(1974)claimsthaterrorswhichsignificantlypreventcommunicationarethosethatinfluencewholesentenceorganization,owningtotheoverallnatureofsucherrors,theyarecalledglobalerrors.Errors,whichaffectsingleelementsinasentenceanddonothindercommunication16 ChapterThreeTheoreticalBasissignificantly,arecalledlocalerrors.CarlJames（2001）showstheclearestandmostpracticalclassificationoferrors.Hecomesupwithfourkindsoferrors.Slips,oralternativelylapsesofthetongueorpen,orevenfingersonakeyboardwillbefoundrapidlyandself-correctedbytheirauthorwithoutanyhelp;Mistakescanonlybecorrectedbytheiragentswhentheirshortcomingistoldtothem.Erorscannotbeself-correctedunlessfurtherrelevantinputhasbeensuppliedandtransformedintointakebythelearner.Solecismsarebreachesoftherulesofcorrectnessaslaiddownbypuristandusuallytaughtinschool.ThreecategoriesoferrorsareputforwardbyRichards(1974).Theyareinterlingualerrors,intralingualerrorsanddevelopmentalerrors.Uptonow,theclassificationoferrorsisstillunclearandvarious,andwecanclassifyerrorsbasedondifferentangles.Inthisthesis,theerrorsrefertoallthelanguageexpressionwhichdeviatesfromthetargetlanguagerulesinlanguagestudy.3.1.2StepsofErrorAnalysisErrorsarenolongerconsideredasunpopularpartinlanguagelearningfromthe1970s,whichhasbeenregardedasaguidetoidentifythelearners’languageability.Erroranalysistakesadvantageoferrorstohelpthelearnersuseabetterandmoreeffectivewaytolearnthesecondlanguage.ItisnecessaryforustoseehowtheEAworks.Corder(1974),inhisErrorAnalysis,pointsoutfivestepsofEA.First,whatsamplesoflearnersshouldbecollectedandhowtocollectthem?Learnersoughttofocusontwopoints.Oneiswhetherthelearner’slanguagereflectshisorhernaturalandunconscioususeoflanguage,theotheriswhetherthesamplesoflearnerlanguagearecollectedhorizontally(atasinglepointintime)orvertically(successivepointsoveraperiodoftime).Second,identifytheerrors.Afterthesamplesarecollected,errorsshouldbeidentifiedtodecidetheelementsofanerrorandtoformaprocessforrecognizingone.Third,describetheerrors.Intheformerpart,wehaveknownthattheclassificationoferrorsisuptotheanglesonechooses,sointhisstep,theanalyzershouldclassifytheerrorsaccordingtohisorherownangles.Fourthly,explaintheerrors.Inthisstep,thecasesofdifferenterrorsshouldbefoundout,whichisthemostimportantstepofall,becauseaccordingtothereasonsfordifferenterrors,thelearnerscanclearlyknowwhichaspectsinlanguagelearningtheycannotapplywell.Fifthly,evaluatetheerrors,whichisusedtocomeupwithmorepracticallanguagestudyapproachesforlearners.Onlyafterevaluatingdifferentkindsoferrors,canthe17 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-learnersknowwhattheyshouldfocusoninthefuturestudyandwhatkindoferrorsaremoreseriousthantheothers.AfterseeingtheprocessofEA,thefunctionofitisshownout.Theyaretoidentifythecausesoferrors,toofferthelearnersratheraccurateinformationtoknowtheirrealcompetenceandtoprovideeffectivelearningorteachingwaytothelearnersorteachers.3.1.3ErrorCorrectionWhilestudentsareusingaforeignlanguagetoanswerquestionsorwritesentencesinclass,errorscomeoutfrequently.Ontheseoccasions,theteachersshouldrespondtothelearners’errors.Teacherswouldfirstindicatethatthepresentuseoftheforeignlanguageiswrong,inaddition,theywouldmakeitclearwhattheerrorsareandthecausesoftheerrorsthroughdifferentways.Theseresponsescanberegardedasthecorrectionfromteachers.CorderfirststressestheimportanceoferrorsinlanguagestudyprocessinthearticleTheSignificanceofLearners’Errors.Corder(1967:167)states:“Alearner’serrors…aresignificantinthattheyprovidetheteacherwithinformationabouthowmuchthelearnerhaslearnt,theresearcherswithevidenceofhowlanguageislearntoracquired,whatstrategiesorproceduresthelearnersareemployinginthediscoveryofthelanguage”.Correctionofferstreatmentorinformation,whichishelpfultoreviseandcorrecterrors,withoutthegoalofdefendingthesameerrorfromappearingnexttime.Becausethecorrectionoferrorsshouldbebasedontheanalysisoferror,usuallytheerrorcorrectionisconsideredasadeductedstepoferroranalysis.Inpresentstudy,errorcorrectingstrategyisdiscussedasteachers’reactiontostudents’errorsintheirspeaking.Asamatteroffact,errorcorrectingstrategyisalsoapartoferrorcorrection.It’swellknownthaterrorcorrectioncanhelpstudentsunderstandtheusagesandtheconstructionoflanguagewell.That’swhyteachers’errorcorrectingstrategiesplayanimportantroleinthisprocess.AccordingtoRichards(1974),inEnglishlanguageclassroom,thefeedbackonstudents’spokenlanguagemaybedividedintotwocategories,first,aimingatthecontentoftheutteranceofthestudent,inotherwords,thefeedbackmainlyfocusesonlearners’comprehensionofthecontentorthemainideaofmaterialsandsecond,aimingattheformofthelearners’answers.Obviouslythelateronecentersonlearners’accuracyonvocabulary,pronunciation,grammar,orotherknowledgepointstheyshouldgrasp.Nomatterwhichfeedbackappears,teachersmustbeverycarefultoimplementtheerror-correctingstrategies.If18 ChapterThreeTheoreticalBasispropererrorcorrectingstrategiesarechosen,itwillspurthestudents’desiretomoveforward.Otherwise,students’confidencewillbeseriouslyinfluencedanditwillreducethestudents’interestinlearningthelanguage.Carl(2001)holdstheideathatintheclassroomresearchandobservation,error-correctingstrategiescanbedividedintosixcategories.Theyare,directingstrategy,suggestingstrategy,praisingandcorrectingstrategy,criticizingandcorrectingstrategy,toleratingstrategy,andpeercorrectingstrategy.TeachersinhighschoolinChinausenearlyalloftheminclass.3.2InterlanguageHypothesisThesecondlanguagelearnershavetheirownself-containedlinguisticsystem.Neitherdoesitbelongtothefirstornativelanguagesystem,nordoesitbelongtothetargetlanguage.Infact,itexistsbetweenthem,whichiscalledinterlanguage.Selinker(1972)statesthatinterlanguagerefersto“theseparatenessofasecondlanguagelearner’ssystem,asystemthathasastructurallyintermediatestatusbetweenthenativeandtargetlanguages”.Corder(1981)insiststheL2learnersarelikelytohaveabuilt-insyllabus.Thatistosay,theL2learnersareequippedwithaninternallyprogrammedsequencethatissometimesinharmonywiththestructuralpointstaughtbytheteacherbutsometimesopposite.However,thelearnersfollowtheirownbuilt-insyllabusinsteadoftheoneimposedbytheteacher.Inthisaspect,errorscanbethoughtastheproofofthelearners’presenttransitionalabilityinthewaythelearnersprocesstheinputintheirlinguisticsystem.Thatistosay,errorsoughttobeconsideredasasignwhichsuggeststhereisagapbetweenlearners’currentlanguageabilityandthetargetlanguage.So,teachersandstudentsshouldhavepositiveattitudestowardthe“errors”inclass,don’tkeepawayfromthembutreceivethemandmakemostofthemtohelpstudentstoimprovetheirlanguageability.Asamatteroffact,theinterlanguageviewisanextremepositionthatowesthewholeroleoflanguagelearningtolearnersandgraduallydamagestheinfluenceofnegativeevidenceinsecondlanguagedevelopment.Inviewofthisopinion,negativeevidencecanonlybeeffectivewhenitiswithinthesyllabuspredeterminedinthemindsofthelearners,otherwise,itisuselessandleadstodepressionandpuzzleforthelearnersandteachers.TheextremepositionisenhancedbyDulayandBurt(1973),andKrashen(1983),whoarguethatgrammarteachingshouldbegivenupsoastomakethelearnersacquirethelanguagefromuntutoredlanguagesettings.Inconclusion,theinterlanguagemodelregardssecondlanguagelearnersas19 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-self-governingcreatorsofalanguagesystemwhofollowtheirownbuilt-inlearningprogramwhichcansometimesbenefitfromerrorcorrectionandsometimesnot.3.3InputHypothesisAmericanfamouslinguistKrashen(1985)putupwiththeInputHypothesis,whichisoneofthefivehypothesesinhisSecondLanguageAcquisition,andisthecoreofthem.TheInputHypothesismainlyexplainstherelationshipbetweenlanguageinputandlanguageacquisition.Theidealinputlanguageinclassshouldhavethreefeatures.Firstly，comprehensibility.Teacherscanusenewlanguageformsinclass,butthenewformscan’tblockstudentsfromunderstandingtheteacher’sutterance.Secondly,interestandrelevance.Teachers’languageshouldgetclosetostudents,facts,andlife.Onlyinthiswaywilllearnersprocessthelanguageinputinformationconsciouslyandoutputlanguage.Thirdly,enoughlanguageinput.Onlywhenthestudents’languageinputreachacertainquantitycantheyparticipateintheclassinteractionsmoothlyandusethetargetlanguagetocommunicatewithotherspositively.Thetheorypointsoutthatteachers’feedbackisasignificantpartofstudents’comprehensiblelanguageinput,whichcannotonlyevaluatehowwellthestudentsgrasptheknowledgebutalsomotivatethemtoapplythetargetlanguagepositively.Therefore,teachersshouldapplypropercorrectivefeedbacktotheclassroomteachinginordertosupplyenoughcomprehensiblelanguagetothestudents,whichcanalsooffersomechancesforstudentstoexpresstheirideasandcommunicatewithothers.What’more,itpromotesstudentstograspthetargetlanguagebetter.3.4NoticingHypothesisWiththedevelopmentofSecondLanguageAcquisitiontheory,theresearchaboutSLAnotonlyfocusesonthecomprehensiblelanguageinputbutalsopaysmoreattentiontoexploringhowthelearnerstransformtheinputintotheirowninterlanguageabilityinthecourseoflanguageAcquisition.Therefore,inthe1990s,Schmidt’sNoticingHypothesis(1990;2001)attractedmanyresearchers’attention.NoticingHypothesismainlyemphasizeshowthelanguageinputtransformsintointakeinSLA.Schmidt（1990）claimsthatthesubliminallearningisimpossible.Thenoticingtolanguageinputmaterialisanessentialconditionforstudentstotransforminputintointake.Onlywhenstudentsnoticethedifferencesbetweenthetargetlanguageandtheirowninterlanguagesystem,isitpossibleforthemtotransforminputintointake.Noticingreferstothecourseinwhichthelanguageinputmaterialsareprocessedandexperienced20 ChapterThreeTheoreticalBasissubjectivelybythelearners.EllisdividesthecourseofSLAintotwostages.Thefirstoneisthecourseoftransforminglanguageinputintointake,inwhichthelearnersnoticethecharacteristicsofinputlanguageandentertheshort-termmemory.Inthesecondstage,thelearnersintegratetheabsorbedlanguageintotheirowninterlanguagesystem,thenadjusttheirinterlanguagesystemandformlong-termmemory.Besides,Schmidt（1994）pointsoutthatthemorelanguagematerialsthelearnersnotice,themoreacquisitionthelearnersacquire.Whetherthelearnersareconsciouslynoticingorunconsciouslynoticing,itishelpfulforthemtoabsorbknowledgeandimprovetheabilityofSLA.Comparedwiththeunconsciousnoticing，consciousnoticinghasabetterinfluenceoncomprehensiblelanguageinputinthecourseofmeaningnegotiation.Gass(1994)statesthatcorrectivefeedbackworksasanattention-gettingstrategyandfossilizationmayoccurwithoutcorrectivefeedbackintheinput.Correctivefeedbackhelpslearnerstofinddiscrepanciesbetweentheirowninterlanguagesystemandthetargetlanguage.Long(1996)researchesthecontextinwhichnoticingcouldcomeabout,andarguesthatselectiveattentioncanbepaidmosteffectivelyduringmeaningnegotiation.Hestatesthatfortheredundant,communicativelyandperceptuallynon-salientitemsandtheformswhichoccurinfrequently,thereexistedfewchancesforlearnerstoincorporatethemintotheirlanguagesystemiflearnerscannotpayenoughattention.Inthiscase,correctivefeedbackcanmotivatelearners’consciousnesstolearning.Robinson（1995）statesthatwithoutnoticinglanguagematerials,thelearnerscannotentertheshort-termmemory,whichmakesitimpossibleforthelearnerstohavethelong-termmemorycoding,resultinginnolanguageAcquisition.Inaddition,personalmemoryallocationanddifferentattentionresourceswillinfluencetheeffectofnoticing,therefore,affectingthesecondlanguagelearning.Thatistosay,inthecourseoflearning,itisabetterchoicetoattractlearners’attentionandmotivatelearners’learninginitiativeasmuchaspossible.21 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-ChapterFourMethodologyAttributiveClauseplaysaveryimportantroleinEnglishlanguagelearning.Besides,itfrequentlyappearsinallkindsofreadingmaterialsandexaminationpapers.However,MostChinesestudentscan’tuseitaccurately.Asforthereason,intheChineselanguage,thetermattributionisusedtomodifyanounorapron.Maybetheattributionisaword,aphrase,orasentence.Theyareallrequiredtobeputaheadofthenounorthepron.However,inEnglish,iftheattributionisasentence,itiscalledattributiveclause,whichshouldbeputafteranantecedent(usuallyanounorapron).So,itisthepositiononofattributiveclauseinEnglishthatmakesChinesestudentsconfused.What’smore,howtochoosecorrectrelativeadverbsandrelativepronouns,whichdon’texistinChinese,isabigchallengeforChinesestudents.Naturally,whentheyarelearningattributiveclause,errorswillappearallthetime.Asaresult,inordertolearnandteachthisgrammarpointbetter,itisnecessaryforresearcherstopayattentiontoattributiveclauseanddomoreresearchesonit.4.1ResearchQuestionsTheempiricalresearchesoncorrectivefeedbackinChinaarestillinexploringperiod,especiallythestudyofattributiveclauseinthisaspectisveryrare.GiventhecurrentsituationabouttheroleofcorrectivefeedbackandtheimportantstatusofattributiveclauseinEnglishgrammar,thepresentstudyattemptstoexplorethefollowingspecificresearchquestions:(1)IsexplicitcorrectivefeedbackmoreeffectivethanimplicitcorrectivefeedbackinEFLstudents’learningofattributiveclause?(2)Whatarethestudents"attitudestowardcorrectivefeedbackinEnglishgrammarteaching?4.2SubjectsThestudywascarriedoutinNo.60SeniorHighSchoolinLanzhou,GansuProvince,China.Therearesixclassesingradeone,seniorone.ClassOnewasselectedasgroupone(explicitfeedbackgroup)andClassthreewasselectedasgrouptwo(implicitfeedbackgroup).Studentsweredividedintothetwoclassesaccordingtotheirentranceexaminationscoreswhentheycametoseniorhighschool.Sotheyweretwoparallelclasses.ThesameEnglishteachertaughtthetwoclasses,usingthesametextbookandworkbook.Besides,theirscoresoffinalEnglishexamattheendoflasttermweresimilartoeachother,whichwasthereasonforchoosingthemtodotheresearch.Theaverageageofalltheparticipantswas16.MostofthemstartedtolearnEnglishfromGrade3inprimaryschool.TheyhadlearnedEnglishformorethanseven22 ChapterFourMethodologyyears.AlthoughtheyhadlearnedAttributiveClauseintheirJuniorHighSchoolbefore,theydidn’tgraspitwellandcouldn’tuseitfreelyandcorrectly.Thus,tosomedegree,theresearchwasaimedtohelpthemunderstandandgraspAttributiveClausebetter.Group1whichhad40studentsreceivedexplicitfeedbackintheformofmetalinguisticinformationandexplicitcorrection.Group2whichhad40studentsreceivedimplicitfeedbackintheformofrecast,clarification,repetition,andelicitation.4.3MaterialsDuringthisperiod，inordertocarryoutpretestandposttest,twopiecesoftestpaperswereused.AllthetestquestionswerefromthebookRedcheckmark---Englishgrammarinseniorhighschool，whichisanauthorityinimprovingstudents’grammarscoresbecausesometypicalandimportantNCEEquestionsfromdifferentprovincesandcitiesinrecentfiveyearsareshowninthebook,anddifferenttypesofgrammarexplanationsuchasattributiveclauseandsubjunctivemoodarealsoincludedinit.Therewerethreesectionsinthetwopapers.Theyweregrammarblankfilling,correctionandrationalclozerespectively.ThekeypointsonAttributiveClausewhichwereexaminedinthetwotestpaperswereasfollows:theusageofthat,which,who,whom,whose,when,where,why,as,prep+which/whominrestrictiveAttributiveClauseandNon-restrictiveAttributiveClauseetc.4.4Instruments4.4.1QuestionnaireInthisstudy,allthe80studentswererequiredtofinishquestionnaireaftertheposttest(AppendixI).TheQuestionnairewasadaptedfromFukuda(2004),whosepurposewastoinvestigatelearners"preferencesforteachers"correctivefeedback.Buttheresearch’squestionnairewasdesignedtoinvestigatewhatattitudesthestudents’havetowardscorrectivefeedbackingrammarteaching,sothosequestions(Whenshouldtheerrorsbecorrected?Whoshouldcorrecttheerrors?Whattypesoferrorsdothestudentswanttobecorrected?),whichwerenotrelatedtogrammarteaching,weredeletedbytheresearcher.Thequestionnairewasmadeupoftwoparts.ThereweretenquestionsinPart1,whichwereallaboutstudents’generalattitudestowardtheteacher’scorrectivefeedbackingrammar.Forthispart,thefive-pointLikertScale(with5asstronglyagree,4asagree,3asneutral,2asdisagreeand1asstronglydisagree)isused.Therewere6questionsinPart2(5standsforveryeffective,4standsforeffective,3standsforneutral,2standsforineffective,1standsforveryineffective)，whichwasaimedtoinvestigatestudents"attitudestowardsexplicitcorrectionfeedbackandimplicitcorrectivefeedbackingrammar.23 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-AllofthequestionsweretranslatedintoChinesesoastoletthestudentsmakesenseofthequestionswellandassurethevalidityoftheresearch.4.4.2TestsThereweretwotestsinthisstudy:pretestandpost-test.TheywereconductedonApril1andApril20respectively.AllthegrammaritemsinthetwotestswereadaptedfromthebookRedcheckmark---Englishgrammarinseniorhighschool.Thewriterchosesometypicalquestionsandclassifiedthemintotwotests.Inaddition,inordertoexaminetheeffectofexplicitandimplicitcorrectivefeedbackingrammarteaching,thepretestpaperandthepost-testpapershadthesamegrammaritems,questiontypes,anddegreeofdifficulty,butthecontentofsentencesinpost-testwerechanged.4.5ResearchprocedureThepresentstudybeganonApril1,2016,onwhichthewritercarriedoutapre-testaboutAttributiveClauseingroup1andgroup2.Then,fromApril3,2016toApril20,2016,thewriterconductedinstructionaltreatmentstotheAttributiveClause.OnApril20,2016,thepost-testwasfinishedbythestudentsfromgroup1andgroup2.ThequestionnairewasgivenouttothetwogroupsonApril25,2016.ThewritercollecteddataduringMayanddiddataanalysisinJune,2016.TimeItemsApril1,2016Pre-testaboutAttributiveClauseApril3,2016InstructionaltreatmentstotheAttributiveClausefortwoweeksApril20,2016Post-testApril25,2016QuestionnaireMay,2016Collectingdata;June,2016Dataanalysis.4.6ExperimentalprocedureInstructionaltreatmentstotheAttributiveClauselastedfortwoweeks,fromApril3,2016toApril17,2016.Theteacherusedexplicitcorrectivefeedbackingroup1andimplicitcorrectivefeedbackingroup2respectivelyinthecourseofteachingattributiveclause.Forthetwogroups,theteacherletthestudentsobservesomesentencesandtriedtogetthefeaturesof24 ChapterFourMethodologyattributiveclausefirst,thenpracticedcombiningtwosentencesintoanattributiveclause.Duringthisperiod,theteacherusedexplicitcorrectivefeedbackandimplicitcorrectivefeedbackrespectivelyinthetwogroupstoguidestudentstocorrecttheirerrors.Next,studentsdiscussedandsummarizedtheusagesofrelativepronounsorrelativeadverbsinattributiveclauseandtheteachergavethemsomeguidanceandsuggestionsatthesametime.Inaddition,blankfillingandtranslationwereofferedtoconsolidateandstrengthenthestudents’grammarknowledgeaboutattributiveclause.Afterthestudentsfinishedtheexercises,theteacherrespectivelyusedexplicitcorrectivefeedbackintheformofmetalinguisticfeedbackandexplicitcorrectioningroup1andimplicitcorrectivefeedbackintheformofrecast,clarification,repetition,andelicitationingroup2inordertoexaminethedifferentteachingeffectsfromdifferentcorrectivefeedback.Lessonplan1LessonPlanforgroup1(Explicitcorrectivefeedback)Time:April,3rd,2016.Classroom:501Class:Class1,Senior1Teacher:XiongYazhuoStudents：Group1Content:AttributivePeriod：Period1Duration:40minutesClauseTeachinggoalsStudentscanunderstandtheattributiveclausewiththat,which,who,whom.Thestudentscangraspdifferentusagesofthat,which,who,whom.Thestudentscanusethat,which,who,whomcorrectlyaccordingtotheteacher’sexpliciterrorcorrectivefeedback.DifficultpointsinHowtoguidethestudentstounderstand,masterandusethat,which,whoandwhomfreelyandcorrectly.teachingKeypointsinteachingHowtouseexpliciterrorcorrectivefeedbackproperlyandencouragestudentstorealizetheirerrorsaswellastocorrecterrors.Howtoguidethestudentstounderstandandmastertheusagesofthat,which,whoandwhom.TeachingAidsSlidesandtheblackboardTeachingmethodsInductivemethodandexpliciterrorcorrectivefeedbackTeachingProcedureStepIAttributiveclauseteaching:25 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-Presentation,GuidanceActivity1Theteachershowsthreegroupsofsentencestothestudents,letthestudentscomparethedifferencesandsimilaritiesbetweenthem,andgetandInspirationtoknowthefeaturesofattributiveclause.1.Sheisateacher.Theteacherisbeautiful.Sheisateacherwho/thatisbeautiful.2.Ilikethehouse.Thehousefacessouth.Ilikethehousewhich/thatfacessouth.Thehouse(that/which)Ilikefacessouth.3.Thewomanismymother.Tomischattingwiththewomannow.Thewoman(whom/that/who)Tomischattingwithnowismymother.Tomischattingwiththewomanwho/thatismymothernow.PracticeandExplicitActivity2Theteacherguidesthestudentstocombinethesentencesintoaattributiveclause.Duringthecourseofcheckinganswers,theteacherusesCorrectiveFeedbackoralexplicitcorrectivefeedbackintheformofmetalinguisticinformationandexplicitcorrectiontohelpstudentscorrecttheirgrammarerrorsinattributiveclause..1.Kevinisreadingthebook.Thebookistoodifficultforhim.2.Ihaveafriend.Thefriendlikeslisteningtoclassicalmusic.3.Thewomanisaplayer.Ioftenplaywithher.4.Thebikeisbroken.Lilyboughtthebikeyesterday.5.Teacherslikethosestudents.Thosestudentsoftenaskquestions.Example1:Student:Thewoman(whom)Ioftenplaywithherisaplayer..Teacher:“Whom”isarelativepron.Ithasalreadyreplacedher.Canyouuse“her”again?（metalinguisticfeedback）Student:Thewoman(whom)Ioftenplaywithisaplayer.Example2:Student:Teacherslikethosestudentsoftenaskquestions.Teacher:Youarewrong.Teacherslikethosestudentswho/thatoftenaskquestions.（explicitfeedback）Student:Teacherslikethosestudentswho/thatoftenaskquestions.Activity3TheteacherguidesthestudentstodiscussthequestionsinInductionaswellasgroupsandfinishthechartabouttheusagesofthat,which,who,andwhom.1.Anattributiveclauseisputbehindanoun,apron,averb,anadj.orSummaryadv?26 ChapterFourMethodology2.Whatistheconjthatlinksanattributiveclausecalled?RelativeDoesitrefertoIsitusedassubjectCanitbeleftpronssborsth?orobject?out?thatwhichwhowhomStepIIPracticeActivity1ThestudentsarerequiredtofinishfillingintheblanksintenminutesbythemselvesConsolidation1.Theman___________waspassingbysawwhathappened.2.Hereisthepen_________youlostthedaybeforeyesterday.3.Therunner________________youareaskingaboutisoverthere.4.Thisisshirt_______________Iboughtyesterday.5.Thestudent___________answeredthequestionisZhangHua.6.Theman__________youwenttoseehascome.7.Adictionaryisabook_____________givesthemeaningtotheword.8.Theperson______________youshouldwritetoisMr.Ball.9.Thesebooks_____________youlentmewereveryuseful.1o.Thefilm____________theyaretalkingaboutisveryinteresting.Activity2Translation1.这就是昨天给我们作报告的小王。2.上周你看见的那个人已离开了城镇。3.桂林是座具有2000年历史的城市。4.妈妈做的月饼很好吃。5.住在楼下的那个人英语说得很好。6.我将帮助那些需要帮助的人。7.你昨天碰见的那位史密斯夫人是我的一位朋友。8.这是那本你正在找的书。9.正和她交谈的那个男人是我的邻居。10.我想做一些有趣又有意义的事。StepIIIExplicitCorrectiveFeedbackActivity:Afterstudents’finishingtheexercisesabove,theteacherchecksExplicitCorrectivestudents’answersbyaskingsomestudentstogivetheiranswers,andattheFeedbacksametimetheteacherguidesthemtocorrecttheirerrorsbyusingoral27 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-explicitcorrectivefeedbackintheformofmetalinguisticinformationandexplicitcorrection.Example1:Student:Themanwhichwaspassingbysawwhathappened.Teacher:No,themanthat/whowaspassingbysawwhathappened（explicitfeedback）Student:Themanthat/whowaspassingbysawwhathappened.Example2:Student:Iwillhelpthosepeopleneedhelp.Teacher:Arelativepronisneededinanattributiveclause.Canyouputarelativepronafter“people”?/Canyoufindamistakeinyoursentence？（metalinguisticfeedback）Student:Yes,Iwillhelpthosepeoplewhoneedhelp.StepIVHomeworkFinishtheexercisesonP45inyourworkbook.HomeworkSummarizethegrammarrulesofAttributiveclauseonyournotebook.StepVReflectionafterclassInthisclass,theteacherusedexplicitcorrectivefeedbackintheformofexplicitfeedbackandmetalinguisticfeedbacktocorrectstudents’grammarReflectionerrorsinattributiveclause.Duringthecourseoforalcorrectivefeedback,fromthestudents’reaction,itseemedthatmetalinguisticfeedbackcouldhelpstudentsrealizetheirerrorsmoreclearlyandquickly.Inaddition,byusingmetalinguisticfeedback,theteacherfoundthat,forthesametypeofproblem,studentsmadelesserrorsaftermetalinguisticfeedback.However,explicitfeedbacksometimesmadesomestudentsembarrassedandtheywouldlowertheirheadssuddenlyandkeepsilent.Worsestill,somestudentsstillcametotheteacher’sofficetoaskwhythesentencesshouldbecorrectedlikethat.Itwasobviousthatmetalinguisticfeedbackcouldguideandhelpstudentsknowwhyheorshewaswrongandwhereheorshemadeerrors.However,explicitfeedbackmaybehurtstudents’self-esteemanddampentheirenthusiasm.Inaddition,eveniftheteachertoldthemthecorrectformdirectly,studentsstilldidn’tknowwhyheorshewaswrong,andwouldprobablymakethesameerrornexttimebecauseheorshedidn’tgraspthekeypointofgrammarformsatall.28 ChapterFourMethodologyLessonplan2LessonPlanforgroup2(Implicitcorrectivefeedback)Time:April,4th,2016.Classroom:503Class:Class3,Senior1Teacher:XiongYazhuoStudents：Group2Content:AttributivePeriod：Period1Duration:40minutesClauseTeachinggoalsStudentscanunderstandtheattributiveclausewiththat,which,who,whomThestudentscangraspdifferentusagesofthat,which,who,whom.Thestudentscanusethat,which,who,whomcorrectlyaccordingtotheteacher’simpliciterrorcorrectivefeedback.DifficultpointsinHowtoguidethestudentstounderstand,masterandusethat,which,whoteachingandwhomfreelyandcorrectly.KeypointsinteachingHowtouseimpliciterrorcorrectivefeedbackproperlyandencouragestudentstorealizetheirerrorsaswellastocorrecterrors.Howtoguidethestudentstounderstandandmastertheusagesofthat,which,whoandwhom.TeachingAidsSlidesandtheblackboardTeachingmethodsInductivemethodandimpliciterrorcorrectivefeedbackTeachingProcedureStepIAttributiveclauseteaching:Activity1Theteachershowsthreegroupsofsentencestothestudents,letthestudentscomparethedifferencesandsimilaritiesbetweenthem,andgetPresentation,Guidancetoknowthefeaturesofattributiveclause.andInspiration1.Sheisateacher.Theteacherisbeautiful.Sheisateacherwho/thatisbeautiful.2.Ilikethehouse.Thehousefacessouth.Ilikethehousewhich/thatfacessouth.Thehouse(that/which)Ilikefacessouth.3.Thewomanismymother.Tomischattingwiththewomannow.Thewoman(whom/that/who)Tomischattingwithnowismymother.Tomischattingwiththewomanwho/thatismymothernow.Activity2Theteacherguidesthestudentstocombinethesentencesintoan29 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-attributiveclause.Duringthecourseofcheckinganswers,theteacherusesoralimplicitcorrectivefeedbackintheformofclarification,recast,PracticeandImplicitrepetitionandelicitationtohelpstudentscorrecttheirgrammarerrorsinCorrectiveFeedbackattributiveclause..1.Kevinisreadingthebook.Thebookistoodifficultforhim.2.Ihaveafriend.Thefriendlikeslisteningtoclassicalmusic.3.Thewomanisaplayer.Ioftenplaywithher.4.Thebikeisbroken.Lilyboughtthebikeyesterday.5.Teacherslikethosestudents.Thosestudentsoftenaskquestions.Example1:Student:Thewoman(whom)Ioftenplaywithherisaplayer..Teacher:Ioftenplaywithisaplayer.（recast）Teacher:Playwithher?（repetition）Student:Thewoman(whom)Ioftenplaywithisaplayer.Example2:Student:Teacherslikethosestudentsoftenaskquestions.Teacher:Ibegyourpardon?（clarification）Student:Teacherslikethosestudentswho/thatoftenaskquestions.Example3:Student:Ihaveafriendwholikelisteningtoclassicalmusic.Teacher:Ihaveafriendwho…（elicitation）Student:Ihaveafriendwholikeslisteningtoclassicalmusic.Activity3Theteacherguidesthestudentstodiscussthequestionsingroupsandfinishthechartabouttheusagesofthat,which,who,andwhom.1.Anattributiveclauseisputbehindanoun,apron,averb,anadj.oradv?Inductionaswellas2.Whatistheconjthatlinksanattributiveclausecalled?SummaryRelativeDoesitrefertoIsitusedassubjectCanitbeleftpronssborsth?orobject?out?thatwhichwhowhom30 ChapterFourMethodologyStepIIPracticeConsolidationActivity1Fillinblanks1.Theman___________waspassingbysawwhathappened.2.Hereisthepen_________youlostthedaybeforeyesterday.3.Therunner________________youareaskingaboutisoverthere.4.Thisisshirt_______________Iboughtyesterday.5.Thestudent___________answeredthequestionisZhangHua.6.Theman__________youwenttoseehascome.7.Adictionaryisabook_____________givesthemeaningtotheword.8.Theperson______________youshouldwritetoisMr.Ball.9.Thesebooks_____________youlentmewereveryuseful.1o.Thefilm____________theyaretalkingaboutisveryinteresting.Activity2Translation1.这就是昨天给我们作报告的小王。2.上周你看见的那个人已离开了城镇。3.桂林是座具有2000年历史的城市。4.妈妈做的月饼很好吃。5.住在楼下的那个人英语说得很好。6.我将帮助那些需要帮助的人。7.你昨天碰见的那位史密斯夫人是我的一位朋友。8.这是那本你正在找的书。9.正和她交谈的那个男人是我的邻居。10.我想做一些有趣又有意义的事。31 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-StepIIIImplicitCorrectivefeedbackImplicitCorrectiveActivity:Afterstudents’finishingtheexercisesabove,theteacherchecksFeedbackstudents’answersbyaskingsomestudentstogivetheiranswersandatthesametimetheteacherguidesthemtocorrecttheirerrorsbyusingoralimplicitcorrectivefeedbackintheformofrecast,clarification,repetition,andelicitation.Forinstance:1）Student：Themanwaspassingbysawwhathappened.Teacher:Pardon?（clarification）Student：Themanwhowaspassingbysawwhathappened..2)Student：Thisisthebookwhatyouarelookingfor.Teacher:thebookthatyouarelookingfor…（recast）Student：Thisisthebookthatyouarelookingfor..3)Student：Themanwiththatsheistalkingismyneighbor.Teacher:withthat?（repetition）Student：Themanwithwhomsheistalkingismyneighbor.4)Student：Iwanttodothingswhich/thatisinterestingandmeaningful.Teacher:Youwanttodothingswhichis?Which…（elicitation）Student：Iwanttodothingswhich/thatareinterestingandmeaningful.StepIVHomeworkHomeworkFinishtheexercisesonP45inyourworkbook.SummarizethegrammarrulesofAttributiveclauseonyournotebook.StepVReflectionafterclassReflectionInthisclass,theteacherusedimplicitcorrectivefeedbackintheformofrecast,clarification,repetition,andelicitationtocorrectstudents’grammarerrorsinattributiveclause.Duringthecourseoforalcorrectivefeedback,byobservingthestudents’reactionandlisteningtotheiranswers,theteacherfoundthatafterusingelicitationandrepetition,althoughsometimessomestudentscouldnotcorrecttheirmistakesimmediately,theycouldquicklyrealizetheyhadmadeerrors,andgavetherightanswerafterthinkingitoverforawhile.Totheircredit,somestudentscouldevenspeak32 ChapterFourMethodologyoutthereasonwhyheorshecorrectedtheerrorlikethat.Obviously,elicitationcouldgivestudentssometimetothinkovertheproblemandefficientlymotivatethemtocorrecttheirerrorsbythemselves.Asforclarification,theteacherhadintendedtoletsomestudentsrepeatthecorrectsentenceinarightform,buttheyjustreadthewrongsentencesonceagain.Theydidn’trealizetheirerrorsatall.Maybeintheiropinion,itwasbecausetheteacherdidn’theartheiranswersclearly.Whenitcametorecast,althoughthestudentswhomadeerrorscouldrepeattherightsentencesaccordingtotheteacher’sway,somestudentsstillmadethesameerrorwhenbeingaskedtoanswersimilarquestionsonceagain.4.7DatacollectionandanalysisToexaminewhethertheexplicitcorrectivefeedbackismoreeffectivethantheimplicitcorrectivefeedbackinstudents’learningEnglishattributiveclause,andtoinvestigatethestudents"attitudestowardcorrectivefeedbackinEnglishgrammarlearning,thedatafromtwotests(pretestandpost-test)andaquestionnairewerecollected.Inordertodotheresearchsuccessfully,theauthordividedthewholecourseintothreesteps.Firstly,thepapersfrompretestandposttestweregivenoutrespectivelyandcheckedbytheauthoraccordingtothesamestandard.Secondly,thequestionnairesweredistributedto80studentsaftertheposttest.Beforeansweringthequestionnaires,theauthorexplainedtheaim,meaninganddemandsofthesurveytothestudentssoastoensuretheeffectoftheresearch.Thankstothestudents’help,allthe80validquestionnaireswereturnedinaftertenminutes.Thestudents"questionnairesareinappendixIintheendofthethesis.Finally,byusingSPSS16.0,thewriteranalyzedthemeanscores,standarddeviations,tandpvaluesfromthepretestandposttestinordertosolvethefirstresearchquestion.Inaddition,themeansandvalidpercentofthesixteenitemsinthequestionnairewereallshowntoanalyzeandsolvethesecondresearchquestion.33 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-ChapterFiveResultsAndDiscussionInthischapter，therearetwoparts.Resultsfromtwotestsandaquestionnaireareshownbelow,comparingtheeffectivenessofexplicitcorrectivefeedbackandimplicitcorrectivefeedbackaswellasinvestigatingstudents’attitudestowardexplicitcorrectivefeedbackandimplicitcorrectivefeedback.5.1ResultsofthePretestanddiscussionThepretestofferedameasureofthepreviousknowledgeofalltheparticipantsinvolvedintheresearchonEnglishattributiveclause.Table5.1DescriptiveStatisticsofgroup1andgroup2forthepretestTypeNMeanStd.DeviationStd.ErrorMeanPretestGroup14048.90006.352061.00435Group24048.75006.420121.01511Group1:ExplicitcorrectivefeedbackGroup2:ImplicitcorrectivefeedbackInTable5.1,themeans,standarddeviations,standarderrormeansofthetwogroupsinthepretestareshown.Themeanofgroup1is48.9andthemeanofgroup2is48.75.Thestandarddeviationis6.35206forgroup1,and6.42012forgroup2,whichindicatesthetwoclassesdon’thaveobviousdifferenceingrammarandtheyhavesimilargrammarlevelforattributiveclause.So,theresearchbetweenthetwogroupscanbecarriedoutefficiently.Table5.2IndependentSamplesT-TestofPretestsFSig.tdfSig.MeanStd.Error(2-tailed)DifferenceDifferencePretestEqualvariances.062.803.10578.917.150001.42799assumedEqualvariances.10577.991.917.150001.42799notassumedFromtable5.2,wecanseetheresultsofindependentsamplestestofpretests.TheSig.is0.917,whichismuchlargerthan0.05andgetscloseto1.Itindicatesthegrammarlevelinthetwogroupsisverysimilar.34 ChapterFiveResultsAndDiscussion5.2ResultsoftheposttestanddiscussionTable5.3DescriptiveStatisticsofGroup1andGroup2fortheposttestTypeNMeanStd.DeviationStd.ErrorMeanPretestGroup14048.90006.352061.00435Group24048.75006.420121.01511PosttestGroup14054.05005.09877.80619Group24050.95005.83073.92192Table5.3showsthatthestudents’grammarresultsingroup1wereimprovedobviouslyaftertheygotexplicitcorrectivefeedbackinAttributiveClauseteaching.Themeaningroup1is54.0500，whichismuchbetterthan48.9inthepretest.Students’grammarresultsingroup2werealsoimprovedaftertheygotimplicitcorrectivefeedbackinAttributiveClauseteaching.Themeaningroup2is50.95,whichisalittlebetterthan48.75inthepretest,buttheextentofthescoreincreaseisnotashighasthatingroup1.Table5.4One-SampleTestofGroup1andGroup2tdfSig.(2-tailed)MeanDifferenceG1Pretest48.68839.00048.90000G1Posttest67.04439.00054.05000G2Pretest48.02439.00048.75000G2Posttest55.26539.00050.95000Table5.4showsthatforgroup1,p=.000(<0.05),whichindicatesthatthereissignificantdifferencebetweenthepretestscoreandposttestscore.Thatistosay，group1hasmadegreatimprovementwhenusingAttributiveClauseaftertheexplicitcorrectivefeedback.Inaddition,forgroup2,p=.000(<0.05),whichalsoindicatesthatthereissignificantdifferencebetweenthepretestscoreandposttestscore.Group2hasalsomadegreatimprovementwhenusingAttributiveClauseaftertheimplicitcorrectivefeedback.Table5.5IndependentSamplesT-TestofposttestsFSig.tdfSig.MeanStd.Error(2-tailed)DifferenceDifferencePosttestEqualvariances.697.4062.53178.0133.100001.22469assumedEqualvariancesnot2.53176.637.0133.100001.22469assumed35 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-AccordingtoTable5.5,wecanseep=.013<.05,whichsuggeststhatthereexistssignificantdifferencebetweentheposttestsingroup1andgroup2.Thatistosay,explicitcorrectivefeedbackismoreeffectivethanimplicitcorrectivefeedbackinattributiveclauseteaching.Infact,someforeignresearchersabroadhaddonesimilarresearchbefore.Theycomparedexplicitcorrectivefeedbackwithimplicitcorrectivefeedbackbyusingdifferentgrammaritems,suchasdativeverbs,passivestructures,indefinitearticles,verb-nounandsoon.Althoughthegrammaritemsusedintheirresearchandtheresearchenvironmentsuchasresearchprocedure,subjectsandsoonarealldifferentfromeachother,alltheresearchersgotthesameconclusionthatexplicitcorrectivefeedbackismoreeffectivethanimplicitcorrectivefeedbackingrammarlearning,whichsuggeststhatthewriter’sresearchresultsareconsistentwiththeformerconclusion.36 ChapterFiveResultsAndDiscussion5.3ResultsofthequestionnaireanddiscussionTable5.6ThenumberdistributionofquestionnairefromItem1to16ingroup1(explicitcorrectivefeedbackgroup)ItemsSDDorI(%)N(%)AorE(%)SAMeanorVI(%)orVE(%)10010.027.562.54.53227.552.517.52.501.95302.515.035.047.54.2840012.527.560.04.48502.57.560.030.04.4362532.535.05.02.52.28742.535.022.5001.80817.542.522.512.55.02.45902.512.552.532.54.151022.537.527.512.502.30112.57.535.037.517.53.61202.512.530.055.04.38132.510.030.027.530.03.731412.527.525.012.522.53.051522.512.530.027.57.52.85162.515.025.035.022.53.60SDorVI：stronglydisagreeorveryineffectiveDorI:disagreeorineffectiveN:NeutralAorE:agreeoreffectiveSAorVE:stronglyagreeorveryeffective37 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-Table5.7ThenumberdistributionofquestionnairefromItem1to16ingroup2(implicitcorrectivefeedbackgroup)ItemsSDDorI(%)N(%)AorE(%)SAorMeanorVI(%)VE(%)1001537.547.54.33227.520.017.530.05.02.65302.527.530.040.04.0842.57.57.542.540.04.105002.535.062.54.60612.535.032.520.002.60717.532.525.07.517.52.75832.537.515.010.05.02.1892.52.520.047.527.53.951012.542.525.015.05.02.58115.012.545.027.510.03.251202.512.547.537.54.201302.57.537.552.54.40145.020.037.530.07.53.15152.5253522.515.03.23162.55.015.045.032.54.00Inthequestionnaire,item1toitem10belongtopart1,whichisaimedtoinvestigatestudents"generalperceptionsofcorrectivefeedback.Thereare6questionsinPart2,whichisaimedtoinvestigatestudents"attitudestowardexplicitcorrectivefeedbackandimplicitcorrectivefeedback.FromTable5.6andTable5.7,wecansee,mostofthemeansfromitem1,3,4,5,and9ofthetwogroupsaremorethanfour.Onlythemeanfromitem9ofgroup2is3.95.Butallthedatasuggestthatmostofthestudents,whetherheorsheisfromgroup1orgroup2,holdtheviewsasfollowing.Firstly,theyagreeorstronglyagreetobecorrectedbytheteacherwhentheymakegrammarerrorsandtheteacherhadbettercorrecteverygrammarerrortheymake.Secondly,theyagreeorstronglyagreethatcorrectivefeedbackingrammarisnecessaryforEnglishteaching,whichwillmakeadeepimpressiononthemandavoidtheirerrorsinthefuture.Thirdly,theyagreeorstronglyagreetheteacher’scorrectivefeedbackstrategiesin38 ChapterFiveResultsAndDiscussionclass.Fromitem2,6,7,8,and10,wecansee,allofthemeansfromtheseitemsinthetwogroupsarelessthanthree.Thedatashowthatmostofthestudents,whetherheorsheisfromgroup1orgroup2,holdtheviewsasfollowing.Firstly,theydisagreeorstronglydisagreewiththeopinionthattheydon’tliketheteacher’scorrectivefeedbackingrammarteaching.Secondly,theydisagreeorstronglydisagreewiththeviewthatcorrectivefeedbackwillmakethemlosefaceorfeelembarrassed.Thirdly,theydisagreeorstronglydisagreewiththeperceptionthattheteachercanchoosetooffernocorrectivefeedbacktooccasionalgrammarerrorsorthoseerrorswhichdon’tinfluencecommunication.Inaword,whenitcomestostudents’generalperceptionsofcorrectivefeedback,thewriterthinksthatmoststudentsinthetwogroupsholdpositiveattitudestowardcorrectivefeedbackingrammarteaching.Thatistosay,mostofthestudentsinthetwogroupsthinkcorrectivefeedbackingrammarteachingisnecessaryandbeneficial.Asforthestudents’attitudestowardexplicitcorrectivefeedbackandimplicitcorrectivefeedback,wecanseethedatafromitem11to16.Ingroup1,mostofthestudentsthinktheteacher’scorrectivefeedbackstrategiesareeffectiveorveryeffective,exceptthatexplicitcorrection,themeanofwhichis2.85,andrecast,themeanofwhichis3.05,arelesseffective.Repetitionranksfirst.Fromthemeanof4.38,wecanseemoststudentsthinkiteffectiveorveryeffective.Theywouldliketheteachertostresstheirerrorsusingintonation,whichhasmoreaffinitiesandcaneasilyremindthestudentsoftheirerrors.Elicitationisalsopopularwithstudentswiththemeanof3.73,whichindicatesmostofthestudentswanttoexpressthecorrecttargetlanguagebythemselveswiththeteacher’shelp.Thisstrategycanalsohelpstudentsimprovetheirabilitytoponderquestionsandsolveproblemsbyofferingthemcluesandtimetothinkoverthecorrectlanguageform.Clarificationrequestandmetalinguisticcorrectionhasthesamemean,whichis3.6.Theybothrankthird.Inconclusion,comparedwithexplicitcorrectivefeedback,includingexplicitcorrectionandmetalinguisticcorrection,thestudentsingroup1preferimplicitcorrectivefeedback,whichcontainsrecast,elicitation,repetitionandclarificationrequest,andshowinterestinrepetitionparticularly.Elicitationrankssecond.Ingroup2,mostofthestudentsthinktheteacher’scorrectivefeedbackstrategiesareeffectiveorveryeffective.Elicitationisthemostfavoredcorrectivefeedbackamongthestudentswiththemeanof4.4,whichindicatesthatthestudentspreferbeingguidedtofindthecorrecttargetlanguageformtobeingtold39 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-theanswerdirectly.Repetitionranksthesecond.Themeanofitis4.2.Metalinguisticcorrection,withthemeanof4.00,isalsopopularwithstudents,whichsuggeststhatexplicitandrelativegrammarknowledgecanmakethestudentsclearlyunderstandwheretheymakeerrorsandmotivatethemtocorrecterrorsbythemselves.Clarificationrequestandexplicitcorrectionrankthefourth,withthemeanof3.25and3.23.Thedatasuggestthatitisnotveryefficienttojustaskstudentstosayasentenceagainordirectlypointouttheerror,becausesomestudentsdonotknowwheretheymakeerrorsinfact.Inaddition,theymaybedonotknowwhytheyshouldcorrecttheerrorlikethateither.Recastisthelastchoiceforthestudentsingroup2withthemeanof3.15.Thatistosay,recastislesseffective,comparedwithothercorrectivefeedbackstrategies.Inconclusion,thestudentsingroup2showpreferenceforimplicitcorrectivefeedback,especiallyelicitationandrepetition.40 ChapterSixConclusionAndSuggestionsChapterSixConclusionAndSuggestionsBydoingtheresearch,thewritergetsthefollowingconclusionandhassomesuggestions.6.1MajorFindingsThepresentstudyisexecutedinordertoinvestigatewhethertheexplicitcorrectivefeedbackismoreeffectivethanimplicitcorrectivefeedbackinEFLstudents’learningofattributiveclauseandstudents’attitudestowardcorrectivefeedbackingrammarteaching.Therearethreemainfindingsinthepresentstudybelow.First,theexplicitcorrectivefeedbackandimplicitcorrectivefeedbackbothhavepositiveinfluencesonlearningAttributiveClause.IntermsofimprovingEnglishscoresinAttributiveclause,explicitcorrectivefeedbackismoreeffectivethanimplicitcorrectivefeedback,whichcanbeprovedbytheresultsfromposttest,inwhichp=.000(<0.05)ingroup1,andp=.000(<0.05)ingroup2,moreover,P=.013(<0.05)inindependentsamplest-test.Second,fromtheresultsofitem1to10inthequestionnaire,wecanseestudentsstillpaymoreattentiontogrammarerrorstheymakeinclass.Moststudentshopetoreducetheirgrammarerrorsbytheteacher’scorrectivefeedbackandtheyholdpositiveattitudetowardstheteacher’scorrectivefeedback.However,whenitcomestostudents’attitudestowardexplicitcorrectivefeedbackandimplicitcorrectivefeedback,differentresultsappeared.Group2weregivenimplicitcorrectivefeedbackingrammarteaching,somostofthestudentsingroup2preferimplicitcorrectivefeedback,especiallyelicitationandrepetition.Metalinguisticcorrectionranksthird.Clarificationrequestandexplicitcorrectionrankthefourth.Recastislesseffectivethanothers.Butingroup1,theresultisalittledifferent.Theteacherusedexplicitcorrectivefeedbackingrammarteachingforgroup1,butmostofthestudentsthinkthatrepetitionandelicitation,whichbelongtoimplicitcorrectivefeedback,arethetoptwoeffectivestrategies.Theyaremoreeffectivethanclarificationrequestandmetalinguisticcorrectionrankingthird,recast,andexplicitcorrectioninturn.Asamatteroffact,theresultisconsistentwiththeconsequencefromformerresearchers,suchasLysterandRanta(1997),ChenXin（2005）,ShiGuangandLiuXuehui(2008).Intheiropinion,repetition,clarificationrequest,metalinguisticcorrectionandespeciallyelicitation,arethemosteffectivecorrectivefeedback.Theresultsalsoreflectthatmostofthestudentswouldliketobeguidedbytheteacherstepbysteporbegivensomegentlehintsnowandthentoletthemexperiencethecourseofcorrectingerrorsbythemselveswhentheymakeerrors.What’smore,theycanalsoclearlyknowwhytheyshouldcorrecterrorslike41 ExplicitandImplicitCorrectiveFeedbackonEnglishGrammarTeachinginSeniorHighSchool-thatandhowtheycangettherightanswer.Onthecontrary,evenifbeinggiventherightanswerdirectly,theystilldon’tknowhowtouseitcorrectlyandflexiblyinthelaterlearning.Worsestill，somestudentswillfeeltheirself-esteemhurtorfeelembarrassed.6.2PedagogicalImplicationsandSuggestionsInthepresentstudy,somepositiveimplicationonEnglishgrammarpedagogyisoffered.Theresultsofthepresentstudyconfirmedteachers’correctivefeedbackactuallycomeintoeffectandhaveagreateffectonstrengtheningthestudents’grammaracquisition.Therefore,correctivefeedbackshouldbeappliedtoteachingEnglishgrammarsuchasattributiveclause.Foranother,intermsoftheresultsofthetworesearchquestions,weknowthatnomatterwhichgroupthestudentscomefrom,thegrammarscoresinthetwogroupshavebothimprovedinspiteofthefactthatexplicitcorrectivefeedbackismoreeffectivethanimplicitcorrectivefeedback.Inaddition,mostofthestudentsinthetwogroupsagreeorstronglyagreewiththeteacher’scorrectivefeedbackstrategiesdespitethefactthatstudentspreferimplicitcorrectivefeedbacktoexplicitcorrectivefeedback.Allthefactsindicatethatexplicitcorrectivefeedbackandimplicitcorrectivefeedbackshouldn’tbeappliedtogrammarteachingseparatelyinEnglishclass.Soit’sagoodideatocombinethemtogetherinordertosatisfydifferentstudents’variousneeds.6.3LimitationsAlthoughsomefindingsandpedagogicalimplicationsareshownabove,therearealsosomelimitationsinthepresentstudy.First,thenumberofthestudentswhoparticipatedintheresearchisverysmall,sotheresearchresultsmaynotbeveryaccurate.Second,theresearchtimeforinstructionaltreatmentstotheattributiveclauseonlylastedfortwoweeks.It’saveryshortperiodforstudents.Maybedifferentresultswillappearwhenthetimeisextended.Third,inthecourseoftheresearch,thewriterdidn’tthinkaboutthefrequencyofthesixkindsofcorrectivefeedbackandthedifferencesamongthestudents,suchasgender,theirpreferencefordifferentcorrectivefeedbackstrategiesandsoon,whichmayaffecttheresultsoftheresearch.42 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Schmidt,R.(1994).Implicitlearningandthecognitiveunconscious:ofartificialgrammarsandSLA.InEllis,N.(Eds.).ImplicitandExplicitLearningofLanguages.pp.165-210.London:AcademicPress.Schmidt,R.(2001).Attention.InP.Robinson(Ed.),CognitionandSecondLanguageInstruction.Cambridge:CambridgeUniversityPress,3-32.Schmidt,R.&Frota,S.(1986).Developingbasicconversationalabilityinasecondlanguage:AcasestudyofanadultlearnerofPortuguese.InR.Day(Ed.),Talkingtolearn:ConversationinasecondLanguage.Rowley,Mass.:NewburyHouse,237-326.Selinker,L.(1972).Interlanguage[J].InternationalReviewofAppliedLinguistics,10,209-231.陈欣(2005).课堂纠错中的教师反馈和学生回应［D］湖南师范大学硕士学位论文.李建(2008).英语课堂学生对教师纠错反馈态度的比较研究［D］西安外国语大学大学硕士学位论文.雷蕾(2008).显性反馈,隐性反馈与二语习得.«华南理工大学学报»,10(4)刘美红,彭丽霞(2011).中学生英语写作教学中的纠错——显性纠错与隐形纠错的对比分析.«长春教育学院学报»,3,147-148.施光(2005).英语课堂中的教师纠错与学生接纳.«外国语言文学»,4,242-248.施光,刘学慧(2008).EFL教学中的纠错——教师与学生的看法与纠错效果的关系［J］.外语教学理论与实践,2,29-34唐洁仪(2003).英语课堂上的教师纠错行为对学生语言习得的影响［D］华南师范大学硕士学位论文.卫斓(2013).更正性反馈研究综述.«首都师范大学学报».vi AppendixI学生问卷调查性别年级说明:(1)本问卷为不记名式问卷调查,故不需要留下姓名,只作为科研分析使用,与教师和学生的评定无关,请同学们耐心地填写。(2)此次无记名问卷调查旨在了解学生对英语语法教学中的纠错反馈的态度，所获得的数据对该项研究十分重要,谢谢您的配合!▲请你根据每个数字所代表的含义从每道题后勾选出一个答案。1＝非常不同意2＝不同意3＝不反对也不同意4＝同意5＝非常同意1.当你课上出错的时候,希望老师纠正你的语法错误123452．我不喜欢老师在课堂上纠正我的语法错误。123453．我希望我的每一个语法错误都得到纠正。123454.老师在课堂上纠正我的语法错误可以让我对该错误记忆深刻，避免以后重犯。123455.老师在课堂上的语法纠错是语言教学过程中必不可少的一个环节。123456.教师过多纠正你的语法错误会使你失去信心。123457.教师要纠正学生经常犯的语法错误，偶尔犯的语法错误不需纠正。123458你认为对不影响正常交际的语法错误可以不纠正。123459.你对于教师课堂上对学生的语法纠错方式：1234510．老师在全班面前纠正我的语法错误会让我觉得尴尬没面子。12345▲如果你出现了下面方框里的错误,你认为以下几种老师的纠错方式效果如何？请认真阅读下列问题，并勾选题后数字，1=非常无效，2=无效，3=效果不明显，4=有效，，5=非常有效。每道题只能选择一项，谢谢您的配合！Teacher:Wheredidyougoyesterday?Student:Igotothepark.(went)11.Couldyousaythatagain?12345(澄清法:教师不满意学生的答案而要求学生重新回答)12.Igo?12345vii (重复错误法:教师重复学生的错误,一般会提高语调希望学生能注意到自己的错误并重新回答)13.Yesterday,I...12345(启发引导:教师通过引导,提示学生纠正错误）14.Iwenttothepark.12345(部分重复:教师不明确指出学生的错误却修正了错误部分)15.go不对,这里应该用go的过去式went12345(直接纠错:教师直接指出错误并给出正确答案及语法解释)16.当我们谈论过去的事情的时候,谓语动词会发生怎样的变化?12345(提供线索:教师使用副语言(如:主语,时态等)给学生一些提示,要求学生纠正错误)viii AppendixIITestPaperofAttributiveClause姓名班级ⅠGrammarBlankFillingDirections:Fillinthefollowingblankswithcorrectrelativeadverbsandrelativepronouns,Examples:Ilikereadingbookswhichareinteresting.1.WhenIarrived,Bryantookmetoseethehouse______Iwouldbestaying.2.Salesdirectorisaposition______communicationabilityisjustasimportantassalesskills.3.Thegirlarrangedhavepianolessonsatthetrainingcentrewithhersister______shewouldstayforanhour.4.Betweenthetwopartsoftheconcertisaninterval,______theaudiencecanbuyice-cream.5.Thedaysaregone______physicalstrengthwasallyouneededtomakealiving.6.Amongthemanydangers______sailorshavetoface,probablythegreatestofallisfog.7.Finallyhereachedalonelyisland______wascompletelycutofffromtheoutsideworld.8.Pleasesendusalltheinformation______youhaveaboutthecandidatefortheposition.9.Thatevening,______Iwilltellyoumoreaboutlater,Iendedupworkingverylate.10.MoYanwasawardedtheNoblePrizeforLiteraturein2012,______madeoneoftheChinesepeople’slong-helddreamscometrue.11.Itisthethirdtimethatshehaswontherace,______hassurprisedusall.12.Aftertheflooding,peopleweresufferinginthatarea,______urgentlyneededcleanwater,medicineandsheltertosurvive.13.Childrenwhoarenotactiveor______dietishighinfatwillgainweightquickly.14.Theoldtemple______roofwasdamagedinstormisnowunderrepair.15.That’sthenewmachine______partsaretoosmalltobeseen.16.Thechildren,allof______hadplayedthewholedaylong,werewornout.17.Johninvitedabout40peopletohiswedding,mostof______arefamilymembers.18.Thesettlementishometonearly1,000people,manyof______lefttheirvillagehomesforabetterlifeinthecity.19.______isoftenthecasewithchildren,Amywasbetterbythetimethedoctorarrived.ix 20.Theairqualityinthecity,______isshowninthereporter,hasimprovedoverthepasttwomonths.II.CorrectionDirections:Correctthesentencesusing∧,,----.∧isusedtoaddawordwhichisleftbehindinasentence.isusedtodeleteawordwhichisuselessinasentence.----isusedtocorrectawordwhichisnotproperinasentenceExample:.Helivesinatownwhereisfarawayfromthecollege.which1.ThebookthatIborroweditfromthelibraryiswellwritten.2.Thehousestoodattheplacewhichtheroadsmeet.3.DidyouseetheyoungmanwhomwaschosentheLeaguesecretary?4.Weshallvisittheuniversitywheremyfatherteachesthere.5.Canyouthinkofanyonewho’shouseisonapileofrocks?6.ThedaywhichIwastostartarrivedatlast.7.Ihaveknownthereasonwhichsheissoworried.8.Thisisthegirlwhopracticeplayingthepianoeveryday.9.Thegirlstudiesmusicplaystheviolinverywell.10.IsshethegirlwhohergrandfatherwasaRedArmyman?11.Whichisknowntoall,theearthisround.12ItissuchahotdayasIwanttogoswimmingverymuch.13.Heistheonlyoneofthestudentswhoaregoodatdancing.14.Thehouseinwhereweliveisverylarge.15.ThestreetwhichleadustotheBeijingStationiswideandlong.16.Thisistheonehundredthletterwhichshehasreceivedfromthatboy.17.Thisisthewomantowhomymothertalkedjustnow.18.Whoisthedriverwhocausedtheaccident?19.Whichbooksarehiswhichareonthetable?20.HeissuchacleverboythatIlike.III.RationalClosex Directions:Fillinthefollowingblankswithcorrectrelativeadverbsandrelativepronouns,Ihaveadog,earsarelong.Ioftenwalkitinthepark,theairisfreshandheavywiththesmellofbeautifulflowers.ThereasonIamfondofwalkingmydogisthatitdoesgoodtoitshealth.However,therewasatimeIhatedwalkingthedog.Atonetime,welivedinanoldhousewaslocatedontheriverbank.Therewasanatmospheremademeupset.Thedogbarkedloudlyatnight,mademeunabletofallasleep.AndthereforeIgotangrywithit.Butnowthingshavechangedalot.Weliveinacomfortablehousewithabigyard,thedoghasmorefreedomtoenjoyitself.Ithasasharpsenseofsmell,ofIfeelproud.Asisoftenthecase,thedogisloyaltome.xi AppendixIIITestPaperofAttributiveClause姓名班级ⅠGrammarBlankFillingDirections:Fillinthefollowingblankswithcorrectrelativeadverbsandrelativepronouns,Examples:Ilikereadingbookswhichareinteresting.1.Manycountriesarenowsettingupnationalparks______animalsandplantscanbeprotected.2.Abankistheplace_____theylendyouanumbrellainfairweatherandaskforitbackwhenitbeginstorain.3.Iamlookingforwardtotheday______mydaughtercanreadthisbookandknowmyfeelingsforher.4.Itwasthemiddleofthenight______myfatherwokemeupandtoldmetowatchthefootballgame.5.Ididn’tbecomeaseriousclimberuntilthefifthgrade,______Iwentuptorescueakitethatwasstuckinthebranchesofatree.6.We’llreachthesalestargetsinamonth______wesetatthebeginningoftheyear.7.Theoldtownhasnarrowstreetsandsmallhouses______arebuiltclosetoeachother.8.Irefusetoaccepttheblameforsomething______wassomeoneelse’sfault.9.IborrowthebookSherlockHolmesfromthelibrarylastweek,______myclassmatesrecommendedtome.10.Asachild,Jackstudiedinavillageschool,______isnamedafterhisgrandfather.11.TedcamefortheweekendwearingonlysomeshortsandaT-shirt,______isastupidthingtodoinsuchweather.12.Happinessandsuccessoftencometothose______aregoodatrecognizingtheirownstrengths.13.Ellenwasapainterofbirdsandnature,______forsomereason,hadwithdrawnfromallhumansociety.14.Theprizewillgotothewriter______storyshowsthemostimagination.15.Theschoolshop,______customersaremainlystudents,isclosedfortheholidays.16.Inourclassthereare46students,______halfwearglasses.17.JuliewasgoodatGerman,FrenchandRussian,allof______shespokefluently.18.Thenewlybuiltcafe,thewallsof______arepaintedlightgreen,isreallyapeacefulplaceforus,speciallyafterhardwork.xii 19.Sheshowedthevisitorsaroundthemuseum,theconstruction______hadtakenmorethanthreeyears.20.Thereisnosimpleanswer,______isoftenthecaseinscience.II.CorrectionDirections:Correctthesentencesusing∧,,----.∧isusedtoaddawordwhichisleftbehindinasentence.isusedtodeleteawordwhichisuselessinasentence.----isusedtocorrectawordwhichisnotproperinasentenceExample:.Helivesinatownwhereisfarawayfromthecollege.which1.Thisistheshopwhichkeepopentillelevenatnight.2.TheworkerwhorepairedourhouselivenextdoortoLiHua’s.3.Thewatchwhichhermothergaveittoherworksverywell.4.Whichisknowntoall,LuXunisdead.5.Itistheonlyoneofthedeskswhicharebroken.6.Thisisthewordthatyoushouldpayattention.7.Ihaveabook,whosethecoverisverybeautiful.8.ThisisthelongesttrainwhichIhaveeverseen.9.Whichweallknow,swimmingisaverygoodsport.10.IshallneverforgetthoseyearswhichIlivedinthefarmwhichyouvisitedlastweek.11.TheradiosetwhichIboughtitlastweekhasgonewrong.12.Hepaidtheboy$10forwashingtenwindows,mostofthemhadn’tbeencleanedfotatleastayear.13.Thedaywillcomewhichthepeopleallovertheworldwillwinliberation.14.Mr.HerpinisoneoftheforeignexpertswhoisworkinginChina.15.Theytalkedforaboutanhourofthingsandpersonswhotheyrememberedintheschool.16.Myglasses,withwhichIwaslikeablindman,felltothegroundandbroke.17.Heisamanofgreatexperience,fromwhomuchcanbelearned.18.Aharvesterisamachinewithwhichweharvestcropsorapersonwhichisharvesting.19.Ihaveboughtthesamedresswhichsheiswearing.20.InthepolicestationIsawthemanfromwhichroomthethiefhadstolentheTVset.xiii III.RationalCloseDirections:Fillinthefollowingblankswithcorrectrelativeadverbsandrelativepronouns.Myfriend,nameisAlice,comesfromacityislocatedinsoutheastofAfrica.Webecamefriendslastyearwewereattendingalecture,isgivenbythefamousscientistYuanLongping.weallknow,Heisthefatherofhybridrice.Atfirst,Ididn’tknowthereasonablackgirltookpartinsuchascientificlectureinChina.ButfinallyIknewthatAliceadmiredthekind-heartedoldmanmadegreatcontributionstothepeopleallovertheworldverymuch.SosheflewtoChinawiththehopeofseeinghiminperson.Shesaidsheloveshercountryverymuchthericeproductionisverylimited.ItisYuanwhohelpedthemimprovetheiragriculturecondition.Heistheidolforsheshowsrespectandheisthemostpopularscientistsheshouldlearnfrom.xiv AcknowledgementsInthecourseofwritingthisthesis,manypeopleprovidedmewithalotofvaluablehelp.First,Iowemydeepestgratitudetomysupervisor,ProfessorCaiLanzhen,whogavemevaluableinstructions,reasonablesuggestions,andstrictrequirements,andhelpedmewheneverIturnedtoher.Particularly,sheinstructedmehowtobeagoodresearcher.So,withoutherencouragementandpatience,itwouldbedifficultformetocompletethisthesis.Then,IalsoappreciatemycolleaguesZhouGenwang,NiuYongli,GuJihua,LiuQingandothercolleaguesinmyoffice,whoofferedmuchadviceandsupporttomeduringthisperiod.IamgratefultoLiuChunandWeiLingling,whoaregraduatestudentsfromNorthwestNormalUniversity.TheyhelpedmealottoanalyzedatausingthesoftwareofSpss16.0.Itisapleasuretothankmystudentswhomadethisthesispossible.Theyparticipatedinthisprogrampositivelyandtheireffortslaidthefoundationoffinishingtheresearch.Atlast,aspecialthanksgoestomyparents.Thisthesiswouldnothavebeenpossiblewithouttheirsupport.TheyeducatedmetoberesponsibleandencouragedmetobepersistenttoaccomplishanygoalwhenIwasinhardships.Iappreciatethemverymuch.xv