Some researchers such as Truscott (1996) held the view that written CF is not useful in enabling learners to improve their use of grammar while other researchers (i.

Corrective feedback is one of the hottest issues in second language acquisition,but there are few empirical researches on corrective feedback in Chinese language classrooms.

This thesis examines the effectiveness of corrective feedback in English as a Foreign Language (EFL) classroom.

This article will first introduce the theo- ries about classroom interactions and then discuss three forms of interactions:teachers\' questioning, negotiations of meaning,and teacher\'s corrective feedback.

Based on the analysis of a questionnaire on teachers and learners perception of the corrective feedback at classroom language teaching,this article aims to find out their differences and similarities in viewing corrective feedback and different feedback types.

The study of corrective feedback in classrooms has been a hot point in the field of SLA in the recent decades.

This paper presents a study of corrective feedback and learner uptake in ten TCSL classrooms at the beginners and intermediate levels.

Over the past 20 years,the development of writing pedagogy and research has transformed the traditional feedback mode,with teacher written feedback often complemented with peer feedback,oral conferences,and computer-mediated feedback.

As for the feedback forms,there is a classification made by Keh who classified writing feedback as teacher written feedback,teacher-student conferencing feedback and peer feedback.