Abstract：
Oral Corrective Feedback is a widely used teaching strategy that has been found to help language acquisition. The factors that contribute to its effectiveness, however, remain elusive. In this study, the role of smiling during teachers\' OCF provision is investigated in intact language classrooms by modifying the analytical framework developed by Lyster and Ranta (Stud Second Lang Acquis, 19(1):37-66, 1997), which determines OCF effectiveness by the success of the learner uptake. In addition to the feedback strategies used, this study examines teacher smiling during the feedback instances, and whether they were genuine or polite smiles. The Facial Action Coding System (Ekman & Friesen, Environ Psych Nonver, 1(1), 56-75, 1976; Ekman, Friesen, & Hager, Facial Action Coding System: The Manual on CD ROM. Salt Lake City, UT: Research Nexus division of Network Information Research Corporation, 2002) is utilized to operationalize smile genuineness. Significant findings indicate that when teacher smiling is genuine, learners are more likely to correct their errors, while polite smiles do not have the same effect.
摘要：
口语纠正反馈是一种广泛使用的教学策略，已被发现有助于语言习得。有助于其有效性的因素，然而,仍然难以捉摸。在这项研究中,通过修改Lyster和Ranta开发的分析框架，在完整的语言教室中调查了微笑在教师OCF提供过程中的作用(StudSecondLangAcquis，19(1):37-66,1997),这通过学习者学习的成功来决定OCF的有效性。除了使用的反馈策略，这项研究考察了教师在反馈过程中的微笑，以及他们是真诚还是礼貌的微笑。面部动作编码系统(Ekman&Friesen，环境心理，1(1)、56-75，1976年；埃克曼，Friesen,&Hager,面部动作编码系统：光盘上的手册。盐湖城,UT：网络信息研究公司的研究联系部门，2002)用于操作微笑的真实性。重要的发现表明，当老师的微笑是真实的，学习者更有可能纠正他们的错误，虽然礼貌的微笑没有同样的效果。
