Research On The Characteristics And Influence Of Teachers’ Written Feedback In Teaching Chinese As A Foreign Language

In the teaching of second language writing,teachers’ written feedback is a very important part.Teachers point out the advantages and disadvantages of students’ writing through written feedback.Students modify their writing according to teachers’ written feedback,so as to improve their writing quality.Teachers’ written feedback plays an important role in improving students’ final writing level.This study will take teachers’ written feedback as a starting point,select 45 TCSL teachers as participants in the written feedback task,complete the evaluation of three compositions,classify and summarize the form and content of teachers’ written feedback in the composition,and summarize the characteristics of teachers’ written feedback.Furthermore,20 teachers who participated in the task of written feedback were randomly selected for interviews to investigate their attitudes and concepts towards written feedback.Since writing is a process of interaction between teachers and students,this study will also explore students’ attitude and expectations towards teachers’ written feedback through feedback tasks and questionnaires.It is hoped that the results of this study can provide practical written feedback suggestions for TCSL teachers,give full play to the function of written feedback,as well as help students improve their Chinese writing ability.The results of this study will be divided into two parts.The first part is the characteristics of teacher’s written feedback,and the second part is the immediate impact of different forms and contents of written feedback on students’ writing.According to the actual situation of teachers’ evaluation,this study draws the following characteristics of teachers’ written feedback:(1)the form of teachers’ written feedback is relatively single,the most commonly used form of feedback is direct error-correcting feedback,while the indirect error-correcting feedback and non-error-correcting feedback are less;(2)the content of teachers’ written feedback mainly focuses on grammar,vocabulary and Chinese characters,and so on.Feedback from content and textual structure is less;(3)teachers use specific feedback symbols to assist written feedback;(4)comments in feedback contain positive encouragement.After summarizing the characteristics of teacher’s written feedback,27 students in two classes were selected for feedback tasks.The immediate effects of different forms and contents of feedback on students’ writing were investigated from three aspects: students’ error correction rate,recognition rate and perception of feedback clarity.At the same time,a questionnaire survey was conducted to examine students’ attitudes and expectations towards teachers’ written feedback.The results of this study are as follows:(1)there are significant differences in students’ perception of feedback clarity between different feedback forms.The more information the feedback forms contain,the clearer the students’ perception of feedback;(2)Different feedback forms have no effect on students’ error recognition rate and correction rate;(3)Different types of feedback can significantly affect students’ error recognition rate and correction rate.Rate;(4)Feedback of different error types can significantly affect students’ perception of feedback clarity.Based on the results of this study,the author finally puts forward some suggestions for teachers to give full play to the function of written feedback and help students improve their Chinese writing level.