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2.2 Theoretical Basis

2.2.1 Krashen’s Input and Affective Filter Hypothesis

Krashen’s Input Hypothesis is one of the most important theories in SLA, and the  hypothesis  focuses  on  comprehensible  input.  Ellis  (1999)  states,  “The  ‘input’ refers to the language which learners are exposed to. The ‘comprehensible’ means the input  that  learners  can  understand.  When  native  speakers  speak  to  L2  learners,  they frequently  adjust  their  speech  to  make  it  more  comprehensible”.  Besides,  Krashen (1985)  believes  that  the  comprehensible  input  is  the  base  of  language  acquisition. That is to say, if teachers want to improve students’ English level, they should try to provide  more  comprehensible  input  to  their  students.  Cullen  (1998)  thinks  that teachers’  talk  is  a  main  source  of  comprehensible  input  for  students  in  English classroom teaching. Teachers’ feedback, as an important part of teachers’ talk, should provide more accurate and comprehensible input for students. In this sense, the simple and  mechanical  feedback  such  as  “good”,  “ok”,  “yes”  and  so  on,  are  not  the comprehensible  input,  so  they  can’t  improve  students’  English  level.  Therefore, teachers  should  provide  more  “recast”,  “elicitation”,  “elaboration”  and  “comment” feedback  for  students  in  English.  For  instance,  when  a  student  can  not  answer  a question,  the  teacher  provides  more  related  information  to  help  the  students  think, which  can  not  only  motivate  the  students  to  think,  but  also  provide  much comprehensible input.

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Chapter III Research Design................................ 21

3.1 Research Aims and Questions ......................... 21

3.2 Research Participants ................................ 21

3.3 Research Instruments ................................ 22

Chapter IV Results and Analysis .................................. 29

4.1 Findings from the Classroom Observation.............................. 29

4.1.1 Evaluative Feedback and Discoursal Feedback ............................ 30

4.1.2 Positive Feedback and Negative Feedback ........................... 33

Chapter V Conclusion .................................. 52

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