A Study On The Application Of Feedback Language From Novice Teachers In Online Intermediate And Advanced Chinese Comprehensive Course

Teacher feedback refers to the responsive language adopted by teachers after students complete the learning tasks of answering questions related to the text,expressing in paragraphs,retelling,etc,which is very important for learners’ second language acquisition.Under the influence of the normalization of the novel coronavirus epidemic,the teaching form of Chinese as a foreign language has changed from offline to online,which puts forward higher requirements for teachers’ use of classroom feedback.Through the methods of classroom observation,case analysis and questionnaire survey,this article investigates and analyzes the use and effect of feedback language from 8 novice teachers of online Chinese comprehensive course.The use of feedback mainly involves three aspects: oral feedback,verbal feedback and non-verbal feedback.The results showed that: 1.In terms of the types of oral feedback,the usage of positive feedback was much higher than that of negative feedback;In the positive feedback,novice teachers used simple affirmation or praise,repeat/paraphrase,expansion/supplement three kinds of feedback more,but students prefer the teacher to use questioning feedback;Among the negative feedback,novice teachers used recasting the most,asking for clarification,inducing and asking others to answer more often,but students preferred explicit error correction and metalinguistic prompt as two explicit feedback.2.In terms of the type of language feedback,novice teachers mostly used PPT typing,PPT pen writing and direct feedback type of written language feedback,but students expressed that in addition to direct feedback,they expected teachers to give more metalinguistic feedback.In addition,as online electronic tools are difficult to operate,there are irregularities in the blackboard and written language feedback of novice teachers.3.In terms of non-verbal feedback,novice teachers can intentionally use the non-verbal feedback that students can perceive,such as stress and drag,but compared with offline,the use of online non-verbal feedback is limited.The results of the study on the effect of feedback language use show that the positive feedback mode of questioning can prompt students to output more words,and the students’ response rate to the feedback is higher,and the feedback effect is good.Among the negative feedback,the understanding response rate of recasting,induction and repetition is higher.Under recasting and induction feedback,the error correction rate of students is also higher.However,induction feedback is more able to trigger students’ self-correction of errors,and the feedback effect is good.In addition,the paper analyzes and summarizes the problems existing in the use of feedback language by novice teachers,including non-standard feedback language,limited interaction of feedback process,inappropriate feedback timing,lack of politeness of feedback emotion,improper type of oral feedback,unreasonable and normative language feedback and body language feedback.Based on the above research findings,this paper puts forward teaching suggestions to optimize the feedback language of novice teachers from different perspectives,so as to improve the quality of classroom feedback and improve the effectiveness of Chinese teaching.