Abstract
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.
Highlights
Over the past decades, researchers have initiated different definitions of teachers’ belief
Teacher beliefs are essential as emphasized by Richards and Lockhart who stated that what teachers believe and know as well as teacher-knowledge and teacher-thinking provide the underlying framework and schemata which guides the teachers’ classroom actions [3]
Despite the fact that providing corrective feedback (CF) is an essential task in foreign language acquisition, teachers’ responses to students’ errors and the pedagogical beliefs behind have not been thoroughly investigated, especially in Chinese EFL (English as a Foreign Language) context
Summary
Researchers have initiated different definitions of teachers’ belief. Teacher beliefs are essential as emphasized by Richards and Lockhart who stated that what teachers believe and know as well as teacher-knowledge and teacher-thinking provide the underlying framework and schemata which guides the teachers’ classroom actions [3]. Despite the fact that providing CF is an essential task in foreign language acquisition, teachers’ responses to students’ errors and the pedagogical beliefs behind have not been thoroughly investigated, especially in Chinese EFL (English as a Foreign Language) context. It is necessary to investigate teachers’ CF beliefs and the way different types of CF are put into practice in different contexts in order to further both teachers and researches’ understanding of the relationship between CF beliefs and practices in Chinese EFL contexts, improve teachers’ teaching by making more conscious and informed decisions when dealing with their learners’ errors and provide corresponding suggestions for teacher training and education. This paper reviews former researches on both teacher belief and corrective feedback in order to present a holistic picture and offer feasible suggestions for relevant future research
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