An Experimental Study Of Corrective Feedback On Elementary Chinese Classroom In Thailand

Corrective feedback (CF), as the important part of the classroom interaction, has always been attracting considerable attention from SLA researchers. On the international scale, CF research has grown dramatically over the 20 years, while in the scale of teaching Chinese as second language(TCSL) or teaching Chinese as foreign language(TCFL), it is still far behind, especially in the scale of TCFL. Nowadays, Chinese language teaching in Thailand has achieving a great development, but CF in classroom is almost an untouched topic, which needs to make a through study.The study makes a complete exploration on the class errors and corrective feedback; the relationship among corrective feedback, error types, learner uptake and repair; the difference between different interlocutor (NS teacher and NNS teacher). Data were collected from classroom observation, classroom interaction transcription and interview with participants. The analyses yields several findings:in the elementary Chinese classroom of Thailand, the rate of teachers'corrective feedback, learner uptake and repair are very high; According to different error types, phonological error occurs most, but didn't get enough correction; Recasts are used most frequently on the whole, and according to different error types, phonological errors favored recasts, lexical and grammatical errors favored elicitation; According to lexical and grammatical errors, recasts, the most frequently type of corrective feedback are not better at eliciting learner uptake and repair than negotiation of form and explicit correction; According to phonological and lexical errors,explicit correction elicits most learner uptake and repair, but is seldom used. At last, based on the findings, the study proposes suggestions for both TCSL and TCFL teachers.