英语学科具备极强的交互性，师生在课堂上会触发许多对话，也会产生许多口头上的错误。学生的口头错误是学生自身学习情况的真实反映，需要教师给予足够的重视并得到及时纠正。口头纠错是指英语教师在课堂上，通过直接纠正，重铸，请求澄清，元语言线索，引导，重复这六种策略纠正学生的口头错误。随着新课标的颁布，形成性评价成为教育领域的新兴热点。而这也要求一线教师将对学生的评价渗透到学习的过程中去，对学生进行形成性的评价。

以往的大部分相关研究主要聚焦于大学英语课堂，探究学生视角下对教师口头纠错的看法。本研究力求走进教育一线，调查高中英语教师在真实课堂中的口头纠错策略使用情况，了解师生对口头纠错的态度和认知，最终探究在形成性评价视角下高中英语教师提升口头纠错策略的方式。为了回答这些研究问题，本研究以四川省某高中某两班级师生为研究对象，通过课堂观察，问卷调查，访谈等方式，开展了为期两个月的研究。在对收集到的数据进行综合分析后，本研究发现：该高中英语教师在课堂上最倾向于使用元语言线索进行纠错，希望能引导学生进行自我纠错。学生普遍认可教师口头纠错的及时性和有效性，但是对纠错清晰度和启发性的认可度相对较低，且部分学生认为教师课堂纠错会引起尴尬等消极情绪。教师均认为课堂口头纠错对教学起到重要作用，且具备形成性评价价值，应该在课堂上更加细致地关注学生的言语，及时纠正学生的口头错误。除此之外，还应该尽量使用元语言线索，引导，重复等间接纠错方式来启发学生主动发现错误，纠正错误，以此加强学生的印象，让口头纠错达到“促学”的作用。

最后，基于研究内容，本研究为高中英语师生列举了一些启示，如高中教师应重视口头纠错，多使用启发性的方式引导学生纠错。同时，教师可以根据课堂口头纠错的情况动态调整自己的教学计划，发挥形成性评价“促教促学”的作用。从学生的角度来说，应该在课上积极与教师互动，并以更加积极的态度面对教师的口头纠错，克服潜在的消极心理。

English is highly interactive. Teachers and students will trigger many conversations and make many oral errors in class. Students' oral errors are a true reflection of students' own learning, which need to be given enough attention by teachers and corrected in time. Oral corrective feedback means that English teachers correct students' oral errors in class through six strategies: explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition. Since the new curricular standard was implemented, formative assessment has become an emerging hot spot in the field of education. And it also requires frontline teachers to permeate the process of learning with formative assessment of students.

Most of the previous related studies mainly focused on college English classrooms, exploring students' perspectives on teachers' oral corrective feedback. This research seeks to go into the frontline of education to investigate high school English teachers' use of oral corrective feedback strategies, to understand teachers' and students' attitudes and perceptions of oral corrective feedback, and ultimately to explore the ways in which high school English teachers can enhance their oral corrective feedback strategies under the perspective of formative assessment. In order to answer these research questions, this research took teachers and students from two classes in a high school as the research subjects and conducted a two-month study through classroom observation, questionnaire, and interviews. After comprehensively analyzing, this research found that English teachers in this high school were most inclined to use metalinguistic clues for error correction in class in the hope of guiding students to self-correction. Students generally admitted the timeliness and effectiveness of teachers' oral corrective feedback, but the recognition of the clarity and inspirational nature of error correction was relatively low. Some students believed that teachers' oral corrective feedback would cause negative emotions such as embarrassment. Teachers believe that oral corrective feedback plays an important role in teaching and has formative assessment value. And they should pay more attention to and correct students' oral errors in time. In addition, they should try to use metalinguistic clues, elicitation, repetition, or other indirect methods to inspire students to actively find and correct errors, so as to strengthen students' impressions and make oral corrective feedback achieve the function of "promoting learning".

Finally, based on the content, this research lists some implications for high school English teachers and students, such as high school teachers should pay attention to oral corrective feedback and use more inspirational ways to guide students to correct their errors. Students should engage in active communication with their teachers during class and respond more positively to any oral corrective feedback from the teachers.