Volume 9, Issue 4, August 2020, Page: 128-134
Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects
Chen Hailuan, Faculty of Teacher Education, Nanjing Normal University, Nanjing, China
Received: Jul. 6, 2020;       Accepted: Jul. 17, 2020;       Published: Jul. 28, 2020
DOI: 10.11648/      View  30      Downloads  16
Having been generally believed to impact on teachers’ practice, teachers’ belief has been studied for several decades, most of which concentrates on grammar teaching and learning. Moreover, the role of corrective feedback (CF) in second language acquisition has received considerable attention over the past decades. The studies concentrated on the overall effect of feedback on second and foreign language development, including the occurrence and effects of different types of feedback, leaners’ perception of CF, etc. In general, having been divided into three major categories (grammar, vocabulary and pronunciation), CF has been proved to have a positive effect on overall language learning. However, despite numerous studies on CF from various perspectives, the researches on teachers’ CF beliefs are fewer and that on CF beliefs in relation to practices are even scantier. As both teachers’ belief and CF are drawing greater attention, some researchers suggested making a combination between them. But up to now, few studies have focused on senior high school teachers’ CF belief on practices in EFL contexts, making it hard to figure out the significance of the relationship between CF belief and practice, and the factors that impact the relationship. Hence, this paper aims at exploring the history of the development of teachers’ belief and instructional practices of CF in grammar teaching at home and abroad, aiming at deepening the understanding of teachers’ underlying thoughts and providing suggestions for teacher education and future study orientation.
Teacher Belief, Grammar Teaching, Corrective Feedback (CF)
To cite this article
Chen Hailuan, Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects, Social Sciences. Vol. 9, No. 4, 2020, pp. 128-134. doi: 10.11648/
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