A Comparative Study Of The Types Of Correction Of Spoken English Teaching In Chinese As A Foreign Language

Conversation repair, as a component of Conversation Analysis, has caught researchers’ attention since 1970s. Schegloff, Sacks and Jefferson published "The Preference for Self-Conversation in the Organization of Repair in Conversation" in 1977, which is regarded as the initial of the conversation repair study. In China, the comprehensive researches on conversation repair and second language teaching mainly focuses on Teaching English as a Second Language (TESL); while in terms of Teaching Chinese as a Second Language (TCSL), there are few studies concerning conversation repair. Through analysis of previous researches, conversation repair study on TCSL primarily focuses on structure of conversation repair. However, due to the differences on knowledge base and learning stage, the features of conversation repair in teaching practices vary according to different levels students are in. Therefore, taking conversation repair performed by elementary and advanced students as subjects, this thesis compares the similarities and differences on patterns of conversation repair and linguistic elements between elementary and advanced students.This research studies conversation repair performed by elementary and advanced students in oral Chinese teaching practices in International School of Chinese Studies, Shaanxi Normal University. The author totally collects 40-lesson recordings and 298 conversation repairs as the basis of the analysis.The similarities on conversation repair patterns between elementary and advanced oral Chinese stand out in the priority of repair selecting. Teachers and students are prone to choose self-initial and others-repair (SIOR) pattern, while they seldom choose others-initial and other-repair (OIOR) pattern. The priority is mainly influenced by students’ repair ability and characteristics of oral Chinese classes. Students cannot repair some trouble sources, for which these trouble sources are too difficult for both elementary and advanced students to repair. Concerning oral Chinese classes, SIOR pattern does not repair the trouble sources but also guarantee the effectiveness and accuracy of teaching. The difference is that the number of self-initial and self-repair (SISR) pattern performed by advanced students is larger than the number of which performed by elementary students, which is due to repair ability and various kinds of repair of advanced students.In terms of linguistic elements pattern repairs, both teachers and students mainly focus on grammar repair, which is led by the repair ability and requirements on oral Chinese classes. Grammar is especially difficult for students to grasp in interactions, which results in many trouble sources. Considering teaching requirements, more practices on grammar lead to more trouble sources. As a result, the number of grammar repairs overwhelms the number of other linguistic elements repair patterns. The differences on linguistic elements repair patterns feature respectively in phonetics, lexics and grammar. The number of phonetic repair in advanced oral Chinese classes is larger than the number of which in elementary classes, because of related trouble sources in advanced classes are more difficult for students to repair. Due to various kinds of lexical repair, lexical repair appears more frequently in elementary classesthan in advanced classes. As for grammar repair, the differences stand out in terms of trouble sources. The differences on lexical and grammar repair also present in repair methods. As a result of different repair abilities, teachers tend to directly repair the trouble sources in elementary classes; while in advanced classes, teachers usually explain why they make that repair after repairing the trouble sources.It can be concluded that, first, considering students’repair ability, teachers should practically choose repair patterns. Second, due to different learning stages students are in, teachers should adjust repair methods. Last, as for the requirements of oral Chinese classes, teachers may put more attention on interaction practice other than comprehensive grammar analysis.