Research On The Classroom Feedback Literacy And Development Strategy Of Novice International Chinese Language Teachers

The Standards of Professional Competence for International Chinese Language Teachers(2022)suggest that they should be literacy-based and be able to combine and apply knowledge of international Chinese language education subjects and teaching skills to teaching practice.They need to have various knowledge required to engage in international Chinese language education,and have various skills required to engage in international Chinese language education,and be able to develop classroom teaching plans,select and use teaching resources,assess learners and provide feedback,etc.to ensure the successful completion of teaching tasks.In the field of second language teaching,feedback has always been a key area of research for experts and scholars.In recent years,the research on teachers’ feedback literacy has flourished and taken shape in foreign countries.The research on teachers’ feedback literacy in China has just emerged,and there are few research results,and there is no research on international Chinese teachers’ classroom feedback literacy.Therefore,this study systematically reviewed and analyzed the definition and connotation of teacher feedback literacy,clarified the concept of "teacher feedback literacy," and proposed a theoretical framework for international Chinese teachers’ feedback literacy,taking into account the general and specific aspects of international Chinese education.We developed a feedback literacy questionnaire for novice international Chinese teachers and conducted an empirical study on the current situation of novice international Chinese teachers’ feedback literacy in terms of their feedback perceptions,feedback abilities,and feedback attitudes through a combination of quantitative and qualitative research methods.The development of international Chinese novice teachers’ feedback literacy is proposed.At present,although teacher feedback is a hot topic of research in the field of second language teaching,and the research on teacher feedback literacy is gradually developing,this study finds that teacher feedback literacy still needs to be developed through literature combing: first,there is almost no research on international novice Chinese teachers in terms of the subjects of teacher feedback literacy;second,the interpretation of international Chinese teachers’ classroom feedback literacy is not very relevant;third, previous Third,most of the previous studies on the feedback of novice international Chinese teachers focus on specific types of feedback and feedback language,and do not build a framework of the literacy of novice international Chinese teachers from a macro perspective.Fourth,there is a lack of investigation on the current situation of feedback literacy of novice international Chinese teachers.In response to the above problems,this paper mainly contains.1.Constructing a theoretical framework of international novice Chinese teachers’ classroom feedback literacy.Based on the literature on teacher feedback literacy,we draw on Carless & Winstone’s(2020)teacher feedback literacy framework and Boud &Dawson’s(2021)teacher feedback literacy competency framework to construct a theoretical framework of international Chinese novice teachers’ classroom feedback literacy in conjunction with the actual classroom teaching of international Chinese language education,which includes three levels: international Chinese novice teachers’ The framework consists of three levels:feedback cognition of novice international Chinese teachers,feedback competence of novice international Chinese teachers,and feedback attitude of novice international Chinese teachers.2.On the basis of this framework,we developed a questionnaire on the current situation of novice international Chinese teachers’ classroom feedback literacy,and used it as a measurement tool to further analyze the current situation of novice international Chinese teachers’ classroom feedback literacy and clarify its current situation and problems.3.To improve the feedback literacy of novice international Chinese teachers,we proposed targeted suggestions,including increasing novice international Chinese teachers’ knowledge of feedback,establishing a clear feedback mechanism in the classroom,and building a community of teachers to improve feedback.