An Empirical Study On Corrective Feedback From Teachers In Online And Offline Chinese As A Foreign Language Classroom

Corrective feedback,also known as "negative feedback",is "to show learners that the target language they use is incorrect".The types of corrective feedback mainly include explicit correction,providing meta linguistic clues,recasting,asking for clarification,repetition and induction.Taking the Chinese classroom of Confucius Institute in Moldova as the research object,this paper mainly discusses the use of online classroom teachers’ corrective feedback,compares the use characteristics of online and offline Chinese classroom teachers’ corrective feedback,focuses on the use of teachers’ corrective feedback,and explores the relationship between students’ error types,teachers’ corrective feedback methods and students’ understanding of response.The following questions are mainly answered: First,what are the overall characteristics of online Chinese teachers’ use of corrective feedback?Is there any difference in the use of corrective feedback by teachers in online and offline TCSL classrooms? Second,what do teachers and students think of the way,opportunity and effect of corrective feedback?This paper adopts the method of classroom observation and questionnaire survey.The objects of observation were 24 classes for each of the 6 online Chinese teachers in the Confucius Institute of Moldova and 8 classes for each of the 2 offline Chinese teachers as a foreign language,totaling 32 classes.Observe,record,record audio and video,transcribe text,mark,classify and statistically analyze the data of each 80 minute,42 hour class.Collect relevant data through questionnaires and use Excel to process and analyze the collected data.This study draws the following conclusions:First,teachers in online Chinese as a foreign language classroom use more recast type of corrective feedback.The error type is mainly phonetic errors,and students have a higher degree of understanding and response.The types of corrective feedback used by offline teachers and online teachers are basically the same as online teachers,that is,the types of voice errors,recasting correction methods and students’ higher understanding of the response account for the largest proportion.However,there is no teacher’s corrective feedback corresponding to the type of Chinese character errors in the online classroom,and the number of offline teacher’s corrective feedback is significantly more than online.In addition,teachers at the primary stage largely use recasting to correct students’ phonetic errors,while in the middle and advanced Chinese classes,teachers will increase the use of inductive and repetitive corrective feedback when teaching grammar knowledge.When students repeatedly make the same type of wrong expressions,teachers will use corrective feedback that provides meta linguistic clues.Second,both students and teachers believe that corrective feedback is important for Chinese teaching and learning,and most teachers and students believe that error correction should be timely.Students like and think that teachers use more types of correction to provide metalinguistic clues and explicit corrections,but in the classroom studied by the author,teachers use less ways to provide metalinguistic clues and explicit corrections.Teachers believe that induction is a more effective way to correct,but it is not the case for teachers in the Confucius Institute of Moldova in the actual classroom.Most teachers said that after the teacher’s corrective feedback,the students "occasionally make the same mistakes,but they are gradually correcting",which is basically consistent with the students’ understanding and response of the author’s classroom research.The study found that teachers’ corrective feedback in online Chinese classroom was significantly less than that in offline classroom.The attitudes of teachers and students towards the use of corrective feedback are not the same as the feedback they actually use and receive in the classroom.