Heard That Chinese As A Foreign Language In The Classroom Jiuwu Feedback Research

As early as1970s, the study of corrective feedback has begun in the world. In his theory of interactive hypothesis, Long pointed out the significance of corrective feedback over the development of language acquisition. The end of20th century witnessed fruitful research result of corrective feedback in the circle of Teaching English as a Foreign Language(TEFL).Thanks to the repaid development of the study of Teaching Chinese as a Foreign Language(TCFL), the study of the acquisition of Chinese as a foreign language has also made great progress. However, in the realm of TCSL, significant emphasis has not been placed on corrective feedback.Through the recording and transliteration of the Listening and Speaking class and the analysis and research of corrective feedback appeared in various levels of Chinese teaching classes and various stages of a class, this essay finds out the distribution of corrective feedback in teaching and problems of it and the solution of them. It has been found that there are similarities and differences in teachers’corrective feedback. Statistics show that the proposition of the usage of corrective feedback by teachers of advanced classes is smaller than by teachers of primary and intermediate classes, whose awareness of the correction of students is stronger than that of teachers of advanced classes. From the perspective of class section teachers and students put less emphasis on the sections of revision and intercourse. The frequency of the usage of corrective feedback and the response rate of students over these two sections are much lower than those of other sections.Generally speaking, there is an overwhelming tendency to use repetition for teachers of primary, intermediate and advanced classes. The frequency of the usage of repetition is in negative relation with students’Chinese level:relatively speaking, teachers of intermediate and advanced classes have weaker reliance on repetition. Dealing with the typical four error types of phonetic, grammatical, lexical and pragmatic, and the five basic class sections, different teachers have significant difference in choosing corrective feedback. Through interview and analysis of materials, we studied the reasons of these differences and brought up suggestions to improve the result of corrective feedback.