A Survey On Corrective Feedback In Online Classes Of International Chinese Educatio

Corrective feedback refers to the process in which the teacher directly or indirectly points out the learner’s errors and helps the learner correct them when the learner has language errors in the second language learning process.At present,the empirical research results in relevant fields in China are not abundant,and there is less research on the MBBS group.Moreover,the research is mostly focused on teachers and less consideration is given to students’ attitude preferences.This paper takes the MBBS students of Qingdao University as the research object,and comprehensively uses the research methods of classroom observation and questionnaire survey to conduct an empirical study.Firstly,through classroom observation,the current situation of corrective feedback from Chinese teachers and students’ language errors are investigated,and the characteristics of different gender students in teacher corrective feedback are analyzed.Secondly,taking the MBBS students from 2016 to 2020 of Qingdao University as the research object,through the questionnaire survey,we can understand the MBBS students’ attitudes towards error correction feedback strategies,and explore the individual differences between students of different genders and grades.Finally,based on the classroom observation and the results of the questionnaire survey,we propose targeted corrective feedback enlightenment for the MBBS international Chinese education.We find that: in terms of error correction content,students make the most errors in the classroom are phonetic errors,pragmatic errors have the highest error correction rate,and learners’ preferences for different error correction content are not different;On the timing of error correction,the frequency difference between teachers choosing "immediate error correction" and "delayed error correction" is smaller,and students prefer "delayed error correction".In the way of error correction,teachers rely more on the corrective feedback method of "restatement",while students prefer "explicit correction" and "prompt";Teachers take different correction methods to treat different error contents,and students’ expectations are also different.In addition,there are some differences between students of different genders and grades in the timing and methods of error correction.This paper analyzes and discusses the results of the study in order to provide reference for the corrective feedback of the MBBS international education.