在语言教学中，课堂互动是课堂教学的重要环节，教师的反馈是促进这一环节进行的必要条件。它始终在课堂教学中扮演非常重要的角色，所以国内外越来越多的人研究教师的课堂反馈。但是在中国对教师课堂反馈语中的纠正性反馈研究的人较少，研究中外教师在初中英语课堂上使用纠正性反馈语对比情况的就更少了。如今越来越多的中学聘请外籍教师到中学担任英语教师，既给课堂带来了变化，又有新的问题出现。外籍教师的教学方法是否适用于中国的学生，教学效果如何，他们的教学理念是否与中国的《英语课程标准》的教学理念一致。本文主要研究中外教师在课堂教学活动中纠正性反馈各自的特点，分析他们对课堂活动的影响。本研究采用自然调查法，在北京市一所普通完全中学的初中部进行调查。参与研究的对象是在本校初中一年级任教的中国英语教师4人和母语是英语的外籍教师4人。通过课堂观察，转写课堂录音语料，教师学生访谈和问卷调查，收集分析数据等方法，发现中外教师在课堂上使用显性纠错的反馈方式最多。中外教师都注重学生语音的纠正，中国教师还侧重于语法的纠正，而双方都不注重纠正学生词汇用法的错误。中外教师纠正性反馈情况与教师个体差异和教学理念有关系。外籍教师教学理念是语言内容比形式更重要，中方教师认为语言的形式比内容重要。显性纠错使学生对语音错误的吸纳领会最有效果，引导和重复的纠正性反馈方式使学生对语法错误的吸纳领会率最高。大部分学生建议教师能直接纠正错误，但要在学生陈述之后纠正错误。根据以上研究结果，提出以下建议：中方教师应结合语境多注重语言内容的纠正，外籍教师应适当纠正学生常见的语法错误，双方都应重视学生词汇的正确运用。外籍教师应有统一的适合初中学生的教材，并与中国教师多沟通，了解所教班级学生的学习状况。

In the process of language teaching, interaction is very important for students in class. It can be promoted better by the teacher feedback which plays a key role. A lot of research has been done on teacher feedback both at home and abroad. However, there are fewer studies about corrective feedback in China. There are even fewer studies on the comparison of the characteristics between Chinese and foreign teachers’ feedback in junior middle schools.More and more foreign teachers begin to teach English in junior middle schools. One of our major concerns is whether foreign teachers’ methods suit Chinese students. Another is what effect their teaching has on interaction in class. And there is also the problem whether their beliefs agree with those of The English Curriculum. The present study focuses on comparing the characteristics of Chinese and foreign teachers’ corrective feedback in class and analyzing the effect on the interaction in class. This study adopts the method of naturalistic inquiry to research the characteristics of corrective feedback of Chinese and foreign teachers, including the amount and types of corrective feedback, different beliefs of teachers and learner uptake. Classroom observations, questionnaire and interview were used as the instruments of this study. The present study was carried out in a junior middle school in Beijing. The author chose four Chinese teachers and four foreign teachers teaching English in Junior One as subjects. The results clearly show explicit correction is used most frequently by both Chinese and foreign teachers. Chinese teachers and foreign teachers pay more attention to pronunciation. Meanwhile, Chinese teachers correct more grammatical mistakes than foreign teachers. Neither Chinese nor foreign teachers focus on the use of vocabulary. The characteristics of corrective feedback of teachers are related to teachers’ individual differences and beliefs. Foreign teachers believe that the meaning-focused interaction is more important than form-focused interaction. On the other hand, Chinese teachers think it is very important for students to use right grammatical structures when they speak English. The largest proportion of student uptake results from explicit correction over elicitation and repetition when teachers correct the mistakes of pronunciation. Elicitation and repetition are the most likely to succeed in student uptake when teachers correct grammatical mistakes. Most of the students hope teachers correct their mistakes by means of explicit correction after their statements. Based on these findings, some suggestions can be made. Chinese teachers ought to pay much attention to meaning-focused interaction, and foreign teachers should correct the mistakes students frequently make. How to use vocabulary properly should be focused on. Foreign teachers are expected to use the textbooks which fit students in junior middle schools. They should communicate with Chinese teachers in order to learn more about the students they teach.