The Study Of Teachers’ Corrective Feedback In Primary Oral Chinese Class To International Students

Corrective feedback is an indispensable part in classroom teaching.Theoretically,it has positive effects on learners’ second language acquisition.At present,there have been many achievements on corrective feedback in the field of second language teaching abroad and English teaching in China.However,in the field of teaching Chinese as a foreign language,there are few researches on teachers’ error correction feedback.Based on classroom observations,this paper combines qualitative and quantitative research,selects the primary oral Chinese class with "speaking" as its essence for recording and transcribing,and makes a statistical analysis of the corrective feedback of six teachers.The differences of teachers’ and students’ attitudes,effects and satisfactions towards corrective feedback were explored by questionnaire,and the relationship between teachers’ personal factors and their choices of feedback methods was analyzed by SPSS software.Due to the small sample size,the conclusion of this study only applies to the samples that have been collected.It is hoped to provide the reference for teachers to adopt reasonable and effective feedback methods in classroom teaching.The results of classroom observation show that teachers are the most inclined to use direct input feedback mode,followed by direct input + induction mode,and the frequency of using induced output is the lowest.In the face of different feedback methods,students have different uptake rates.The direct input with the highest frequency of use has the lowest uptake rate,and the induced output has the highest uptake rate.The direct input + induced mode is in the middle.There are some distinctions in frequency and the ways of teachers’ feedback for the different types of errors.For phonetic errors most likely to occur in learners,the error correction rate is the lowest.For lexical errors,teachers usually use direct input;teachers often use induced output for grammatical and pragmatic errors.The results of the questionnaire show that most teachers and students have the same satisfaction with the feedback methods is as follows: induced output,direct output + induced input,direct output;As for the choice of error correction time,most teachers and students tend to correct mistakes immediately;As for the subject of error correction,most teachers and students argue that teachers should be the subject.Although teachers and students have a positive attitude towards the corrective feedback,compared with students,teachers are pessimistic about the effect of correction.SPSS analysis shows that the teacher’s gender has a significant influence on the choice of teacher’s feedback methods.Based on the above three aspects,if teachers have a deeper understanding of the theoretical knowledge of error correction feedback,consider the individual factors of learners in classroom teaching,choose the appropriate corrective feedback methods and feedback languages,diversify the subject of corrective feedback,and consider the effect of corrective feedback from multiple dimensions,it would greatly promote the language acquisition of learners.