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本書(shū)主要探討小學(xué)英語(yǔ)課堂中教師糾正反饋和學(xué)生接納的相關(guān)問(wèn)題。本書(shū)以兩名小學(xué)英語(yǔ)教師與其所任教的兩個(gè)班級(jí)的學(xué)生（71名）作為研究對(duì)象，主要采用定性和定量的研究方法，其主要目標(biāo)是了解糾正反饋在小學(xué)英語(yǔ)課堂中的應(yīng)用及學(xué)習(xí)者對(duì)教師糾正反饋的接納,即英語(yǔ)教師對(duì)學(xué)生課堂上語(yǔ)言錯(cuò)誤所采取的對(duì)策以及學(xué)習(xí)者對(duì)其對(duì)策的反應(yīng)。本書(shū)適合高校英語(yǔ)專業(yè)英語(yǔ)教學(xué)研究方向的師生以及中小學(xué)英語(yǔ)教師閱讀使用。

國(guó)內(nèi)外糾正反饋理論及研究成果表明教師糾正反饋的研究具有重要的研究?jī)r(jià)值，本書(shū)內(nèi)容是基于一項(xiàng)關(guān)于小學(xué)英語(yǔ)課堂中教師糾正反饋和學(xué)生接納的研究。這項(xiàng)研究以兩名小學(xué)英語(yǔ)教師與其所任教的兩個(gè)班級(jí)的學(xué)生（71名）作為研究對(duì)象，主要采用定性和定量的研究方法，其主要目標(biāo)是了解糾正反饋在小學(xué)英語(yǔ)課堂中的應(yīng)用及學(xué)習(xí)者對(duì)教師糾正反饋的接納，即英語(yǔ)教師對(duì)學(xué)生課堂上語(yǔ)言錯(cuò)誤所采取的對(duì)策以及學(xué)習(xí)者對(duì)其對(duì)策的反應(yīng)。具體來(lái)說(shuō)，本研究通過(guò)課堂觀察去了解在實(shí)際課堂中教師如何處理學(xué)生的語(yǔ)言錯(cuò)誤，以及學(xué)生對(duì)教師糾正反饋的接納情況，主要從學(xué)習(xí)者的錯(cuò)誤、教師糾正反饋和學(xué)生接納來(lái)比較兩個(gè)英語(yǔ)課堂的糾正反饋以及學(xué)生接納的異同；除此以外，本研究還通過(guò)對(duì)師生的訪談了解師生對(duì)糾正反饋和接納的理解和認(rèn)識(shí)，以及他們的上課內(nèi)容、課堂活動(dòng)、上課模式以及上課感受；除了比較以外，本研究還發(fā)現(xiàn)學(xué)習(xí)者的錯(cuò)誤、糾正反饋與學(xué)習(xí)者接納之間存在著依附關(guān)系。本研究的結(jié)論對(duì)教育學(xué)、教學(xué)研究和教師專業(yè)發(fā)展具有啟示意義。
本書(shū)分為七章。章是導(dǎo)論，提供了研究的背景資料和基本原理，并闡述了研究的總體目標(biāo)、范圍、設(shè)計(jì)和方法。本章末尾提供了本書(shū)的結(jié)構(gòu)。第二章是文獻(xiàn)綜述，從本書(shū)中使用的術(shù)語(yǔ)定義開(kāi)始，論證了形式焦點(diǎn)式語(yǔ)言教學(xué)、糾正性反饋和學(xué)習(xí)者接納研究的重要性，回顧了專門研究糾正性反饋和學(xué)習(xí)者吸收的實(shí)證研究，以不同角度和不同研究中得出的相似或不同的結(jié)果，指出了一個(gè)值得研究的知識(shí)缺口。第三章是方法論。這一章給讀者分享方法論上的決策實(shí)際過(guò)程，并展示了本書(shū)的發(fā)展軌跡。從對(duì)哲學(xué)立場(chǎng)的一般性討論轉(zhuǎn)向?qū)ρ芯吭O(shè)計(jì)的基本原理和研究中使用的數(shù)據(jù)收集和分析方法的詳細(xì)描述。本章還討論了研究過(guò)程中出現(xiàn)的倫理問(wèn)題并對(duì)本研究的設(shè)計(jì)和實(shí)施質(zhì)量進(jìn)行了評(píng)價(jià)。第四章是對(duì)研究結(jié)果進(jìn)行定量分析。首先簡(jiǎn)要地分析了課堂觀察數(shù)據(jù)的研究結(jié)果，主要是在形式焦點(diǎn)式語(yǔ)言教學(xué)的描述和分析過(guò)程中，對(duì)學(xué)習(xí)者的錯(cuò)誤、糾正性反饋和學(xué)習(xí)者的理解進(jìn)行了比較，了解兩個(gè)班級(jí)在形式焦點(diǎn)式語(yǔ)言教學(xué)方面的異同。第五章以定性數(shù)據(jù)處理的方式介紹了當(dāng)前研究的主要發(fā)現(xiàn)。研究結(jié)果顯示，兩位教師對(duì)錯(cuò)誤的處理方式都比先前的研究更具一致性。此外，研究數(shù)據(jù)還表明，一些糾正性反饋方法比其他方法更有可能鼓勵(lì)學(xué)習(xí)者吸收，這個(gè)結(jié)果與之前的一些反饋研究是一致的。此外，數(shù)據(jù)分析還顯示了學(xué)習(xí)者在教師提示下有糾正錯(cuò)誤的能力。第六章為研究結(jié)果提供了可能的解釋，并將本研究結(jié)果與以往研究結(jié)果進(jìn)行了比較。研究結(jié)果表明，當(dāng)前研究的發(fā)現(xiàn)為支持和延續(xù)早期的發(fā)現(xiàn)提供了證據(jù)。第七章主要是闡述本研究的意義，解釋本研究如何對(duì)相關(guān)知識(shí)作出貢獻(xiàn)。同時(shí)也討論了本研究的局限性以及未來(lái)研究的總體思路，以期對(duì)該領(lǐng)域的研究有所裨益。

Previous research has suggested that corrective feedback has considerable potential for providing learners with significant L2 learning opportunities. It thus plays a beneficial role in L2 learning. This book examined corrective feedback and learner uptake in focusonform instruction contexts in primary school EFL classrooms in China. This book examined the classroom interaction of two teachers and their learners （36 Grade 5 and 35 Grade 6）in 26 lessons to investigate the way in which these teachers spontaneously attended to form， and to determine the extent to which these Chinese young learners could and did subsequently demonstrate uptake in their production. Classroom observations transcripts， totalling 15.2 hours of classroom interaction， were analysed to determine ①the differences in the total number and distribution of learner errors， corrective feedback， and learner uptake between the two classes， ②to what extent learner errors， corrective feedback are related to learner uptake. In addition， individual interviews （approximately 8 hours） with both teachers and learners were carried out. This qualitative perspective was used to assist interpreting lesson transcripts in relation to the two points above.
The results demonstrate a difference in the total number of learner errors， even though the distribution of error types was similar between the two classes. Among all error types， grammatical errors occurred with the highest frequency， phonological errors came next， with lexical errors occurring with the lowest frequency. The evidence also indicates that both teachers attended to a similar percentage of learner errors with corrective feedback in spite of the varied number of learner errors. This suggests that both teachers were often willing to attend to form in communicative lessons. The results also reveal that lexical and phonological errors were more likely to receive attention from teachers than grammatical errors. Furthermore， This book provides evidence that the teachers relied extensively on recasts when attending to learner errors in lessons， lending support to the finding of previous studies that recasts as a corrective feedback were preferred by language teachers. This book provides evidence that both teachers often created opportunities for learner uptake to take place； accordingly， learners often actively corrected their errors when they were allowed to do so.
This book also indicates that grammatical errors were more likely to receive recasts， resulting in the lowest rate of learner uptake. Repetition requests and elicitation were more likely to attend to phonological errors that led to the lowest rate of needsrepair. Explicit feedback and recasts were less effective at eliciting learner uptake than other corrective feedback. These results suggest that the teachers often take advantage of corrective feedback， creating opportunities for learners to correct errors， and learners are capable of correcting errors after a prompt. Such attention to form that provides learners with an opportunity to negotiate for form or meaning can potentially benefit L2 learning. This book concludes with implications for pedagogy， research and teacher professional development that are made based upon these findings.

Contents

Chapter 1 Introduction
1.1 Background of the study
1.2 Rationale for the study
1.3 Objectives and design of the study
1.4 Organisation of the book
1.5 Summary
Chapter 2 Literature Review
2.1 Introduction
2.2 Defining the terms
2.2.1 Defining focusonform
2.2.2 Defining corrective feedback
2.2.3 Defining uptake
2.3 The importance of studies on corrective feedback and uptake
2.4 A review of literature on corrective feedback and uptake
2.4.1 Corrective feedback
2.4.2 Uptake
2.4.3 A summary of previous studies
2.5 Gaps in knowledge
2.6 Summary
Chapter 3 Research Methodology
3.1 Introduction： why methodology chapter
3.2 Ontological/epistemological/philosophical position
3.3 Pilot study
3.4 The research design and conduct
3.4.1 Case study strategy
3.4.2 Research questions
3.4.3 Sampling and gaining access
3.4.4 Participants
3.4.5 Data collection methods
3.4.6 Database of the study
3.5 Methods of data analysis
3.5.1 Transcription
3.5.2 Using NVivo 2
3.5.3 The process of coding and analyzing
3.6 Ethical issues arising in the conduct of the research
3.7 The quality of the data and data analyses
3.8 Summary
Chapter 4 A Comparison of the Two Classes Focusonform Instructions
4.1 Introduction
4.2 Results of classroom data
4.3 Learners errors
4.3.1 The total number and distribution of errors
4.3.2 The interpretation of the findings
4.4 Teachers corrective feedback
4.4.1 The total number of corrective feedback
4.4.2 The general tendency in corrective feedback
4.4.3 Preferred corrective feedback types
4.4.4 The opportunity to use feedback
4.5 Learners uptake
4.6 A summary of findings relating to RQ1， RQ2， and RQ3
4.7 Summary
Chapter 5 Focusonform Instructions
5.1 Introduction
5.2 The relationship between errors， feedback and uptake
5.2.1 Learner errors and corrective feedback
5.2.2 Learner errors and learner uptake
5.2.3 Corrective feedback and learner uptake
5.2.4 A summary of the findings
5.3 Qualitative analysis of classroom observation data
5.3.1 Recasts as a feedback strategy
5.3.2 The use of L1 as a feedback strategy
5.3.3 Elicitation as a feedback strategy
5.3.4 Repetition requests as a feedback strategy
5.3.5 Invitation to other learners as a feedback strategy
5.3.6 Clarification requests as a feedback strategy
5.3.7 Explicit correction as a feedback strategy
5.3.8 Repetition as a feedback strategy
5.4 A summary of findings relating to RQ4
5.5 Summary
Chapter 6 Discussion
6.1 Introduction
6.2 A summary of the findings
6.2.1 Learners errors
6.2.2 Teachers corrective feedback
6.2.3 Learners uptake
6.2.4 Learner errors， corrective feedback, and uptake
6.3 Discussing findings in relation to existing knowledge
6.3.1 The rate of correction
6.3.2 Teachers avoidance of direct corrective feedback
6.3.3 Teachers provision of corrective feedback
6.3.4 Recasts as a corrective feedback
6.3.5 The rate of learner uptake
6.3.6 Corrective feedback， learner uptake, and L2 learning
6.4 Summary
Chapter 7 Implications and Conclusion
7.1 Introduction
7.2 Implications of the study
7.2.1 Pedagogical significance
7.2.2 Professional development
7.3 Limitations of the study
7.4 Future research
7.5 Concluding remarks
References
Appendices
Index

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