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Effects of Teacher’s Corrective Feedback on Accuracy in the Oral English of English-Majors College Students

Author(s): Ruili Chu

Journal: Theory and Practice in Language Studies
ISSN 1799-2591

Volume: 1;
Issue: 5;
Start page: 454;
Date: 2011;
Original page

Keywords: corrective feedback | oral accuracy | teaching method

In current English major college teaching in China, there is a common phenomenon that although many students have learned a great deal of grammatical knowledge and vocabulary, most of them are still unable to speak English accurately. The teaching method is has changed from focus on the grammar structure of language to task-based teaching or communicative teaching. However, these two methods, fluency of language is the main goal of teaching while accuracy is often overlooked. In recent years, corrective feedback, due to its potential role in facilitating oral English development, has become a hot research topic in second language acquisition abroad. Teachers’ corrective feedback is an indispensable part in foreign language teaching. With the occurrence of the theories of “Input Hypothesis” “ interaction Hypothesis” and “Noticing Hypothesis”, researchers have carried out studies on corrective feedback from various perspectives. This paper tries to solve the following questions: 1. Whether corrective feedback have a positive effect on improving oral English accuracy? 2. Two types of corrective feedback, which types have a better effect on English accuracy? 3. If corrective can improve oral English accuracy, but for the highmedium and low group of students, does it have the same improving effectiveness?
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