The Correlation Study Of Foreign Students’ Corrective Feedback Belief And Oral Accuracy

Error correction is an essential part in the procedure of second language acquisition.Based on Output Hypothesis and Interaction Hypothesis,it has drawn a large amount of attention in last twenty years.From different angles many empirical researches have explored corrective feedback,but most of these researches focused on the influence of teachers’ behavior on learners,however,there is seldom research about the students themselves.In the field of psychology and philosophy,belief attracts great attention.At present,the researches of language learning beliefs are mainly focused on the content and method,from the content side,it mainly focused on the system of belief,but specific beliefs need more attention.Because of the complexity of the correction process,teachers’ belief in real correction procedure is essential,some research on teachers’ corrective feedback belief appeared.Nevertheless,as another important part of corrective feedback,the students’corrective feedback beliefs are also important.Some academics assumed that there is a certain connection between corrective feedback belief and oral accuracy.In order to prove this hypothesis,this thesis uses questionnaire and corpus to describe and analyze the relationship between students’ corrective feedback belief and oral accuracy,to enrich the research in the field of teaching Chinese as a foreign language.On the basis of questionnaire and oral corpus,this thesis gets the data of learners’corrective feedback belief and oral accuracy.By using the students’ background information questionnaire and the Corrective Feedback Belief Scale which has gone through the reliability test to measure the learners’ corrective feedback belief.The corrective feedback belief consists of the provision of corrective feedback,the timing of corrective feedback,methods of corrective feedback,types of errors to correct,choice of correctors these five parts.The participants were 77 foreign students from beginner,intermediate,advanced three levels in the Institute for International Students Nanjing University,and the number of each level is relatively balanced.Meanwhile,we collected the oral corpus of these students’ final speaking exam from the Institute for International Students Nanjing University.In this thesis,we use per hundred words vocabulary and grammar mistakes and the ratio of error-free T unit and all the T units,these two aspects to measure 77 foreign students’ oral accuracy.At last,on the basis of two groups of data,we analyze the correlation between them.The results of corrective feedback belief show that:(1)in the provision of corrective feedback belief,most learners are aware of the necessity of corrective feedback,when talked about the frequency of corrective feedback,half of the students hope to be corrected often;(2)in the timing of corrective feedback belief,most of the students prefer to be corrected after they speak or after the whole speaking exercise;(3)in the methods of corrective feedback belief,most students speak highly of explicit feedback and elicitation;(4)in the types of errors to correct,the students hope serious spoken errors and frequent spoken errors can be corrected frequently,after that is individual errors;(5)choice of correctors,according to the answer the most appropriate corrector is the teacher.Also,we find that the learners’ level influences the choice of corrector belief,but has no effect on other beliefs.The result of oral accuracy shows that with the improvement of learners’ level,their per hundred words vocabulary and grammar mistakes become less and less,but the ratio of error-free T unit and all the T units shows no linear change subsequently.After the correlation analysis of learners’ corrective feedback and oral accuracy,we find that corrective feedback belief and oral accuracy have significant low correlation,specific to the five parts of corrective feedback belief,the provision of corrective feedback belief and the types of errors to correct belief both have a significant low correlation with oral accuracy,and specific to each measure questions of these two parts,the frequency of corrective feedback,less serious spoken errors and infrequent spoken errors each has a significant low correlation with oral accuracy.But the methods of corrective feedback belief only shows significantly correlation with per hundred words’ vocabulary and grammar mistakes,the timing of corrective feedback belief and choice of corrector belief have no significant correlation with oral accuracy.On the basis of statistical description,the author analyzed the correlation between each parts of corrective feedback belief and oral accuracy,then find that learners’ belief influence their learning strategies,thus affect learners’ oral accuracy,those beliefs which have no relevance to oral accuracy are learners’ uncontrollable factors or conditions,we need to control the variables,and then test their correlation.Finally,on the basis of the results,the author interviewed three students and three Chinese teachers,in view of the scale and interview,the author gives some advice to the teachers and students for teaching and learning Chinese.And hope that this research will enrich the field of teaching Chinese as a foreign language.