Investigation Analysis Of Corrective Feedback Strategy Use By Proficient Teachers In TCSL(Teaching Chinese As A Second Language) Comprehensive Classes

In recent years,the study of classroom discourse has gradually become a hot issue in the study of second language acquisition,and the study of corrective feedback on teachers’ discourse has also gradually gained attention.In Teaching Chinese as a Second Language,bias is an unavoidable problem,so teachers’ corrective feedback to students’ bias is an important aspect of teaching Chinese as a foreign language teacher,and teachers will adopt different corrective feedback strategies to students’ bias in class.Appropriate corrective feedback strategies not only help students to correct their language errors,but also help teachers and students to interact with each other in the classroom and form a positive interactive negotiation,as well as a harmonious classroom atmosphere.In the field of Teaching Chinese as a Second Language,there are few studies that specifically focus on the corrective feedback of proficient teachers in Teaching Chinese as a Second Language.Compared with novice teachers,proficient teachers are more experienced and have more experience in choosing corrective feedback strategies,timing and guiding students to make corrections.The analysis of corrective feedback in the classroom of novice teachers can be an excellent classroom sample for novice teachers to refer to.This study used classroom observation method,classroom conversation corpus study,and teachers’ stimulating interview as the research subjects,focusing on the frequency and distribution of different forms of corrective feedback in HSK Chinese comprehensive class,and analyzing the correction effect of corrective feedback and the influencing factors of teachers’ choice of corrective feedback.The study showed that for different types of errors and for different levels of classes,the corrective feedback strategies chosen by proficient teachers had different tendencies.The most frequent strategy used by proficient teachers in response to phonological errors was the repetition strategy,and the most frequent strategy used in response to lexical,grammatical,pragmatic,and Chinese character errors was the guidance strategy.In addition to the six basic corrective feedback strategies,proficient teachers also used a combination of multiple feedback strategies depending on the specific teaching situation in the integrated Chinese class.There were similarities in the frequency of corrective feedback used by proficient teachers in different levels of classes.The effectiveness of corrective feedback modification by proficient teachers was influenced by several factors.In terms of the different levels of classes,the correction rate was slightly higher in the elementary integrated Chinese class than in the intermediate integrated Chinese class;in terms of the different types of corrective feedback,the correction rates of all five corrective feedback strategies were higher than 50%,except for the explicit correction strategy,which had a lower correction rate.In terms of the types of bias,the highest correction rate was phonological bias.There were 14 factors influencing proficient teachers’ choice of negative classroom feedback strategies,which can be divided into three major categories: students,class,and teachers.These factors do not exist independently;teachers’ behavior of providing corrective feedback is a dynamic and orderly process in which teachers combine various factors and ultimately decide whether they provide corrective feedback or which type of corrective feedback to provide.Finally,based on the collected classroom corpus and teacher interviews,as well as the conclusions drawn from the study,the author summarizes the desirable aspects of the use of corrective feedback by proficient teachers of Chinese as a second language and makes suggestions for optimization in order to provide reference for Chinese teachers’ classroom teaching.Innovation:1.Most previous studies in the field of Chinese as a second language have focused on different levels of classrooms or specific countries,but this study chooses proficient teachers as the research object to analyze the corrective feedback of classroom discourse of proficient teachers.2.The concept of discourse wheel is introduced into the classification of corrective feedback,and it is proposed that multiple feedback can be divided into single discourse wheel multiple feedback and multi-discourse wheel multiple feedback,and a process model of multiple feedback is constructed based on the classroom recordings of proficient teachers,which can help teachers clarify the communicative process of multiple feedback.3.Stimulated interviews are mostly used in the field of English second language teaching,and are less frequently used in corrective feedback research in the field of teaching Chinese as a second language.In this study,stimulated interviews were chosen to conduct an attribution analysis of the decision-making process and influencing factors of corrective feedback of proficient teachers.It can provide more corroborative references for teachers’ future corrective feedback decisions.