Teachers Indirect Role Of Feedback In The Classroom Teaching Of Chinese As A Foreign Language

Teachers'discourse plays a key role in classroom organization and students'language acquisition. Engaged in teaching Chinese as a second language, teachers should know how to accurately, vividly and appropriately use classroom expressions, which also directly related to the effectiveness of classroom teaching. Teachers'language itself, as an important way of students'language input, also has a demonstration function of the target language. As an important constituent part of teachers'classroom expressions, teachers'indirect feedback not only has a great influence on students' language cognitive behaviors, but also affects the emotional factors in students' language learning.In this paper, under the framework of indirect speech act theory, the author mainly discusses the effects of indirect feedback on classroom teaching and students' emotional or cognitive learning. The aim of this paper, through the analysis of indirect feedback, is to explore the different influences on L2acquirers caused by teachers'indirect feedback, the different effects of each kind of indirect feedback and finally proposes some suggestions on how to use indirect feedback expressions in language teaching, based on the investigation and research results.