Research On The Feedback Language Of Online Chinese Tutoring Courses For Novice Teachers

After the outbreak of the new crown epidemic in 2020,online Chinese language teaching has developed rapidly and various teaching models have emerged.Online Chinese tutorials have become one of the important teaching models by supplementing and consolidating students’ Chinese language learning through individual tutoring with the help of the Internet and online platforms.Teacher feedback is a relevant response to students’completion of learning tasks after they are assigned by teachers,which is important for promoting students’ second language acquisition.To find out whether novice teachers have the awareness and ability to use feedback appropriately when teaching online,and whether the use of teacher feedback in online tutoring classes differs from that in traditional classes,this paper attempts to explore the use of feedback by novice teachers in online tutoring classes through corpus analysis,summarize the characteristics of novice teachers’ use of feedback and make corresponding suggestions,in order to provide reference for novice teachers to adjust their feedback strategies and promote students’ second language acquisition.The study found that,in terms of the frequency of feedback,the feedback was more frequent than that of the students.The study found that in terms of feedback discourse frequency,the dialogue structure of the online tutoring classroom was dominated by multi-feedback dialogue,with authoritative dialogue predominating;teacher discourse volume was slightly higher than student discourse volume,teacher feedback discourse volume was higher,and teacher feedback awareness was better.Regarding the types of feedback,the four novice teachers mostly used positive feedback,especially preferring simple praise and repetition after praise;among the negative feedback,the novice teachers preferred two types of feedback:restatement and guidance.Among the positive feedback phrases,follow-up questions had higher comprehension response rates and better feedback effects;among the negative feedback phrases,requesting clarification had the highest comprehension response rate,and explicit correction and meta-linguistic prompting had higher self-correction rates and better feedback effects.In terms of the factors influencing feedback effectiveness,novice teachers’ feedback effectiveness was influenced by three elements:language,timing,and modality.The language used by novice teachers in providing feedback was not sufficiently standardized,and the feedback was sometimes difficult to understand;the timing was not reasonable,and there were phenomena such as too frequent and too fast feedback or lagging feedback;the manner was not appropriate,and the feedback was relatively single and less interactive,so there was still more room for improvement and the effectiveness of feedback needed to be improved.In view of the general characteristics of novice teachers’ use of feedback,this paper puts forward corresponding suggestions for improving the effectiveness of novice teachers’use of feedback from the perspective of teachers’ competence strategies.First,they should be student-centered and adapt to the role of a "supporter" teacher;second,they should choose a reasonable feedback strategy and use various modes of classroom interaction;third,they should improve their teaching resource management skills and accumulate practical knowledge.It is hoped that this paper can enrich the research on feedback language in online Chinese classrooms,provide reference experience for improving the teaching effectiveness of novice teachers,and promote the development of online Chinese tutoring and teaching Chinese as a foreign language.