Corrective Feedback In Elementary Comprehensive Classrooms Of Teaching Chinese As A Second Language

Error corrective feedback has always been an important topic in Second Language Acquisition studies, which also has an obvious effect in classroom teaching. This study collects 1000 minutes classroom interaction, which includes the general situation of classrooms corrective feedback, and the situation of teachers' corrective feedback and learners' uptake. This study also researches the attitudes on corrective feedback and choices on six methods of correction from 120 learners and 10 teachers, and analyzes their individual differences' effect to their attitudes and choices. This study discusses the learners'cognitive processing of teachers' corrective feedback information through a case study, so that we can analysis the reasons which affect learners' uptake from learners' perspective. This study also analyzes the relationship between teachers' correcting feedback and learners' anxiety level through classroom observation and questionnaire survey, and explains why teachers' corrective feedback can affect learners' anxiety.The research of elementary Chinese classroom presents us, teachers have a high rate of corrective feedback, but learners' errors repair rate is low, especially in grammatical error repair. Classroom corrective feedback ways affect learners' error repair rate. The study summarizes and draws up learners' cognitive processing of teachers' corrective feedback. The result shows that the cognitive process of the learners can affect learners' uptake, if there is any problem in the cognitive process, the learners' uptake will be failure.The result of this study also shows us, both teachers and learners have positive attitudes to correcting feedback behavior, but teachers and learners have some different attitudes on correct timing and subject. The result of this research shows the attitudes and choices of teachers and learners to corrective feedback way will be affected by their individual factors, such as the teaching experiences and the gender of the teachers, the language background and anxiety level of the students.The result of this study shows us, teachers' corrective feedback ways can affect the anxiety level of learners, "Elicitation and Recast" are inversely proportional to the anxiety level, "metal linguistic feedback and explicit correction" are positively proportional to the anxiety level. And the anxiety level of learners can also affect teachers' corrective feedback, teachers should consider the anxiety level of the students when they use the error feedback strategy.This study also shows that the learners' choices are not exactly the same as the teachers' choices, neither the same as the real classroom situation, which means teachers have to pay more attention to learners' requests, the objective circumstances of the classes and the cognitive processes of the learners. Because a method you choose may be not in line with learners' thought or actual effect.