Research On The Application Of Focus-on-form In Chinese Comprehensive Course

Focus-on-form...overtly draws students' attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication.(Long,1991).The study of form-focused instruction has a very long history overseas,and it has developed rapidly under the attention and research of many scholars.Many studies have found it has great significance in second language acquisition,so it has the important research value.However,China started late on Focus-on-form.On one hand,there are just few this kind of studies on Focus-on-form.On the other hand,the study of form-focused instruction mostly focus on English teaching,and there are few studies on the application of Focus-on-form of Chinese teaching.The research procedure of this study consists of four parts:classroom recording-date collection and transcription-segment coding and statistics-date analysis.This research is mainly recording four Chinese classes in Confucius institute of ELTE.Then analysis the application of Focus-on-form from types?attributes?linguistic elements,and analyzes the influence of these factors to uptake.Finally,we give some suggestions.Research findings of this study are as follows:(1)In Focus-on-form's types,we found that the occurrence frequency of reactive episodes and preemptive episodes have no big differences.Preemptive episodes are even slightly higher than reactive episodes,but the uptake rate is not as good as the reactive episodes.In preemptive episodes,the uptake rate of the student-initiated FFEs is higher than teacher-initiated FFEs;(2)In the attribute,the simple FFEs is the most used one.But the effect of complex FFEs is better,and the uptake rate and success uptake rate are higher.In addition,the frequency of direct FFEs is much higher than indirect FFEs.Interpretation and repetition are the two most frequently used ways of feedback.(3)In terms of language elements,teachers and students usually pay more attention to vocabulary and pronunciation,and the effect of acceptance is the best.Grammar,Chinese characters and pragmatics need more attention.(4)In different levels of Chinese classes,the application of focus on form are different.According to the research findings,several teaching suggestions were given:(1)teacher need to recognize the importance of preemptive episodes.In addition,student-initiated FFEs is more effective than teacher-initiated FFEs.In the future teaching process,teachers can consciously cultivate the students to ask questions actively.Teachers should make students becomes major roles.(2)Indirect FFEs' uptake rate is higher.However,indirect FFEs may lead students to be unaware of their mistakes.After using indirect feedback,teachers should give students some time to think,so that students can have the opportunity to test their language and respond to teacher's feedback.Moreover,teachers can use some other ways to make indirect feedback more clear so that learners can aware of their mistakes.Teachers need think more about what kind of ways they should use in different classes.(4)About the classes with different Chinese levels,in primary level classes.teachers should also pay attention to improving students' initiative and enthusiasm in learning,and encourage students to ask questions;The ways of teachers'feedback can be more diversified,such as clarification,repetition,etc;in the middle and advanced stage.teachers also need to get the high concern of vocabulary and phonetic teaching;With the continuous improvement of language level,learners begin to pay more attention to the discourse.Therefore,in the process of teaching,teachers should pay more attention to the discourse problems and adjust their teaching strategies according to the learners' language level.They can pay more attention to the pragmatic problems in the middle and advanced stages and give more feedback.