The Study Of New Teachers' Corrective Behavior In TCSL Class

This research analyses 9 new teachers' correction-related behavior--who have been teaching Chinese as a second language (TCSL) in less than 1 year-- via classroom observation, questionnaire and interview.595 minutes' recording and 120 minutes' video from those classes have been collected. The study shows that the new TCSL teachers face all kinds of students' errors squarely and correct them effectively. Their attitude towards correction tends to be positive. The new teachers correct phonological errors most, and then grammatical ones. The most frequently used approach of correction is recasts which has been new teachers' favorite while correcting phonological and grammatical errors. The second frequently used approach of correction is explicit error correction, while metalinguistic feedback and repetition are the approaches that new teachers rarely use. The new teachers usually correct errors immediately after the students finish speaking. Most of the errors are corrected after new teachers' correction, which indicates that their correction is quite effective. The study also shows that the correction s that new teachers are using are quite different from approaches that new teachers themselves are expecting yet similar with the approaches which students are expecting.Further analysis about the characteristics of new teachers' correction has been done. The characteristics are as followings. The new teachers' corrective ratio is quite high. And the correction tends to be effective. But the approach is unitary. The Corrective behaviors which have been conducted are not so mature and stable. As for grammar errors, the new teachers are not so sensitive and some teachers tender to slide over grammar errors.Based on the above conclusions, this article proposed some suggestions. First, the new teachers should pay more attention to student's errors and give more corrective feedback. New teachers need to learn more pedagogical grammar in order to explain better when dealing with grammar errors. Second, ways of correction should be diversified. New teacher should use different approaches to correct errors and pay attention to the right way of using those approaches. Finally new teachers need to communicate more with students during correction and notice student's reaction after the correction.There have been some researches about teachers' correction in the recent years. But none of them has chosen new teachers as their research object. This article chooses new teacher as object to study their classroom correction based on new teacher's characteristics, which is the biggest shining point of this article. But there is still some shortage due to limited time and ability. Hopefully new studies will be conducted in the future.