Research on the Positive and Negative Feedback in the Second Language Classroom

Tang Rongman

Abstract：Lots of researches have focused on the types of oral feedback used in language classroom. It has been recognized that the study effect is related to the types of feedback.

Key words：Feedback;Second Language Classroom

There are different types of feedback in the teaching field.According to the function of feedback，feedback can be divided into two types： positive feedback and negative feedback.The positive evidence gives the learners opportunities to know what is acceptable in the target language while the negative evidence offer information what is unacceptable.

Positive feedback is that teacher make positive verbal response to learners answer or response on their language form and meaning.The impact of positive feedback in SLL classroom on learning has been studied in 1992，the researchers found that positive feedback in classroom can improve student learning.Negative feedback on the other hand，found to have little impact on students language learning and even does harm to students learning motivation （Kim，2004）.However，some researches have shown that negative feedback could positively impacts on learners language writing ability.

Negative feedback was divided into explicit negative feedback and implicit negative feedback.Explicit negative feedback is the overt error correction or grammatical explanation on learners language mistakes，for example“You are wrong”，“You should say”or“Here，you should use the words adjective form”.Implicit negative feedback is that based on their language knowledge，teacher implicit ways in students failure of understanding，such as，clarification requests which reformulates the learners utterance without interrupting the flow of the conversation，recasts，and repetition.

The classification was comprised by positive and negative evidence，which could be available to the L2 learners. And we would like to observe some classes to see which kind of feedback the teacher preferred to use as well as its effectiveness to analyze the feedback given condition in Second Language classroom in China.

References

[1]Kim，J.H.Issues of corrective feedback in second language acquisition.Working papers in TESOL & Applied Linguistics，20042（4）：1-24.

作者簡介

唐榕蔓（1993.09—），女，四川省南充市人，英国伯明翰大学，研究生。