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ack to negative feedback.As for positive feedback，teachers in our research often praised their students plusrepetition rather than with comments.Concerning error treatment，it could be found that the more frequently used way oferror treatment for the six teachers observed was to ask other students to answer insteadand lead students to have self-repair.Positive feedback should be encouraged to be used by teachers. However, generaland mechanical positive feedback will not help achieve a good effect on students'classroom behavior. Teachers should offer their students not only simple praise，but alsosome comments subsequently. And this does not mean completely ignoring students*mistakes. The most effective way to correct students' mistakes is to lead self-repair. Andthe most undesired type of error treatment is error being corrected immediately themoment it occurs. No matter what feedback teachers provide, they should create a positivelanguage environment where students can take in the comprehensible input without anymental barriers, such as anxiety, fear, stress，anger or depression and stimulate the positiveemotional factors through teacher talk，such as self-esteem, empathy or motivation whichare good for language learning.

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