Abstract：Recent years, corrective feedback has been widely used in English classes to prompt students correct language output. Different from the previous studies focusing on teachers, this thesis focuses on the perspective of students. Based on Interaction Hypothesis, Input and Output Hypothesis and Noticing Hypothesis, corrective feedback among peers in college oral English classes is studied in this paper. Through analyzing the results of questionnaires completed by English majors, it can be found that students prefer to accept the explicit correction, which is also more effective. This study also helps students to profoundly understand that they are the main part of learning and it is necessary for them to attach importance to correction that will help improve oral English by correcting language output repeatedly.

Keywords: college English  oral class  corrective feedback

Contents

Abstract

摘要

Chapter One Introduction-1

1.1 Background-1

1.2 Significance of the Study-1

1.3 Structure of the Thesis-2

Chapter Two Literature Review-3

2.1 Theoretical Foundation-3

2.1.1 Interaction Hypothesis-3

2.1.2 Input and Output Hypothesis-3

2.1.3 Noticing Hypothesis-4

2.2 Key Terms in Study-5

2.2.1 Error-5

2.2.2 Corrective Feedback-6

2.3 Previous Study-6

Chapter Three Methodology-8

3.1 Research Question-8

3.2 Participants-8

3.3 Instruments-8

3.4 Data Collection and Analysis-9

3.4.1 Distribution of Corrective Feedback Types and Error Types-9

3.4.2 Corrective Feedback Types across Different Errors-10

3.4.3 Students’ Attitude towards Error Correction-11

Chapter Four Conclusion-12

4.1 Implication-12

4.2 Limitations and Suggestions-12

References-13

Appendix-14