Over the last few years, the role played by corrective feedback in language acquisitionhas become a highly controversial issue. Though disputed theories and research articlescollide with each other, there appears to be a growing consensus among the majority ofresearchers and language practitioners concerning the significance of the role played bycorrective feedback in the process of second language acquisition. Systematical theorieson oral error feedback have been established over the past few decades. Many researchers,such as Bailey, Chaudron, Long, etc., have contributed much to this field. They bringforward the models and measures for oral error feedback. On the basis of the modelproposed by Chaudron, this thesis presents Endings based on a comparison of students'and teachers' attitudes towards oral error feedback involving 204 non-English major,sophomore students and 39 English teachers from Zhejiang University. The results show that students and teachers do hold different attitudes towards someinternal aspects of oral error feedback. Though most students and teachers hold thatlearner errors should be corrected, their attitudes towards when and how to cooxect learnererrors are significantly different. To phonological errors, students like immediatetreatment best, while to lexical, grammatical and L1 errors, students like delayed treatmentbest. However, teachers like to use delayed treatment best to different error types.Students prefer explicit correction to different error types, but teachers provide differentfeedback types across different error types. Their perceptions of whether different errortypes should deserve the same attention are also significantly different. Students hold thatlexical errors should deserve the most attention; L1 errors rank the second; grammaticalerrors rank the third and phonological errors rank the last. However, teachers report thatthey provide the most feedback to lexical errors; phonological and grammatical errorsshare the second and the least feedback to L1 errors. As for who should correct learnererrors, students' and teachers' attitudes are not very different. To phonological, lexical andL1 errors most students and teachers think teacher-correction is the best. But togrammatical errors, most teachers think students' self-correction is the best, while moststudents still prefer teacher-correction.
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