| Writing teaching takes a very important position in second language teaching, and the main task of Teaching Chinese as Second Language(TCSL) writing class is improving the writing proficiency through relevant training. In recent years, the corrective feedback of the teacher in second language writing teaching has drawn extensive attention of educational circles. More and more investigators begin to study the effectiveness of all kinds of corrective feedbacks. The purpose of this article is to further study the effectiveness of corrective feedbacks in the Chinese writing teaching for overseas students, in hope that we can promote the TCSL writing teaching to some extent.We take Second Language Acquisition(SLA) theories as the theoretical basis of this article, while combine qualitative study and quantitative study and consider the former as our main research method. Before our test, we interviewed the subjects who were chosen from intermediate class. They reflected that Chinese writing is important but difficult, and they always made mistakes in grammar, words and Chinese characters. As a result, it’s essential to improve the writing proficiency of overseas students through some effective feedback methods. In our test, we divided the subjects into three groups and offered two of them direct feedback and indirect feedback respectively, the left of which was arranged as control group. For the direct feedback group, we pointed out their mistakes, corrected them and offered explanation in detail; for the indirect feedback group, we pointed out their mistakes without the corrected answers, then asked them to hand in the compositions again after they corrected the mistakes, so that we would find and explain the uncorrected mistakes; for the control group, we just corrected their compositions without any explanation. Through a series of tests and the analysis of test feasibility, intra-&inter-group deviations, we found that the both subjects in direct feedback and indirect feedback group had their Chinese writing proficiency greatly improved, and the control group didn’t show significant improvement. The indirect feedback group reflected the best feedback effect while the control group reflected the worst. So teachers should choose appropriate and effective corrective feedback method in TCSL writing class as different corrective feedback has different effectiveness in promoting Chinese writing proficiency. After the test, we arranged a follow-up visit. All the subjects said that they accepted the feedback methods used in different groups and their Chinese level had been improved. However, the acceptability of each group was not the same, with the highest degree of satisfaction in direct feedback group. Besides, the subjects tended to use different ways to treat their corrected compositions. Subjects of the direct feedback group said that they would wait for explanation of the teacher without seeking for the reasons themselves. Subjects of the indirect feedback group said that they would correct the mistakes themselves as many as possible. Subjects in the control group said that they just roughly read the corrected compositions.Based on the result of our test, we offered some proposals for the TCSL teachers in three aspects including teaching, training and feedback. In teaching aspect, teachers should choose suitable contents for overseas students from the textbooks, learn more expertise knowledge to increase their teaching ability, confirm the key teaching points in advance. They also should lead the interaction in class and enrich the contents with various teaching methods. In training aspect, teachers urge the students finish their homework in time. They also should ask their students to keep a Chinese diary, test their writing skills at regular intervals to check the learning effect. In feedback aspect, teachers should establish effective feedback system with various feedback methods, and attach importance to the explanation of mistakes. |
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