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Chapter I Introduction 

1.1 Background of the research 
Corrective  feedback  (CF)  is  also  called  “negative  feedback”  in  the  field  of  second language  acquisition  (SLA)  and  “error  correction”  in  second  language  teaching.  Since  the 1970s,  CF  has  been  a  very  important  research  topic  in  the  field  of  SLA.  CF  is  not  only  the main  form  of  negative  evidence  in  the  process  of  SLA,  but  also  a  crucial  means  of  second language  classroom  teaching.  Many  scholars  abroad  and  at  home  have  studied  the classification,  definition  and  function  of  CF  from  different  aspects.  In  the  past  20  years,  the empirical  research  on  CF  has  made  great  achievements.  The  understanding  of  the  new achievements  of  CF  on  the  development  of  second  language  ability  not  only  has  theoretical significance  to  understand  the  relationship  between  CF  and  SLA,  but  has  practical significance to grasp the characteristics of CF in second language classroom.  The behaviorism prevailing in the 1950s to 1960s suggested that learning is the process of imitation, practice, reinforcement and habit formation. Researchers of behaviorism believe that errors are common, but they can be avoided by the feedback of a large number of correct statements. Such as the Audio-lingual Method at that time is to make every effort to correct all the  errors,  but  it  is  clearly  being  questioned  and  criticized  as  it  ignores  learner’s  individual differences and cognitive psychology.  Canadian  scholar  Chaudron  had  made  a  series  of  questions  on  CF  as  early  as  1977, including  whether  teachers  should  correct  errors,  which  errors  of  the  learners  should  be corrected,  when  to  correct  errors  is  more  effective  and  so  on.  After  nearly  40  years  of extensive research and exploration, some of these problems have been solved preliminary, but some of them have not yet been answered.  
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1.2 Significance of the Study  
The  well-known  western  linguist  Allwright  (1984)  pointed  out  that  interaction  between teachers and students in classroom teaching can promote language acquisition. Teacher’s CF is a significant aspect of teacher-student interaction modal in classroom. It plays a significant role in classroom teaching. It is not only a part of students’ effective input, but also promotes students’ language output (Chaudron, 1988). The  study  on  the  va本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。