The Study On Speech Correction Feedback Of Primary Chinese Classroom

In the second language learning process,learners will inevitably be biased,teacher error correction is particularly important.Corrective feedback as an important part of the classroom,by the domestic and foreign teaching attention of the GF.Many scholars have conducted a great deal of research on the corrective feedback of teachers in the target language environment and have achieved fruitful results.However,corrective feedback for teachers in overseas non-target languages are still not sufficient.At present,the Confucius Institute in Malaysia is developing rapidly with more than 5,000 Chinese learners at its teaching sites.However,few studies have been conducted on corrective feedback from Chinese teachers in Malaysia.Through observing the Chinese class of two representative teachers at Northern University of Malaysia,I attempt to make an empirical study on the corrective feedback of the primary Chinese class of Chinese and Malaysia teachers and students at Northern University of Malaysia through classroom observation,recording and questionnaire survey,,The number of students ’voice errors,teacher corrections,student acceptance and correction,and teacher-student attitudes towards corrective feedback,so as to provide teachers with a reasonable and appropriate way to correct their mistakes in teaching in order to better promote students’ voice acquisition to provide reference.The study found that the Chinese phonetic errors in Malaysia are higher than the corrective feedback studies in China.Teachers attach great importance to students’ correct pronunciation errors.For different ways of corrective feedback,the two teachers have both consistency and differences in the use of corrective feedback in the classroom.The highest usage rates are recast,explicit correction,clarification request,and the lowest ones are repetition,metalinguistic feedback and elicitation.In general,teachers’ correct responses and correction rates are high after correction of feedback.Most teachers often use the explicit correction method and think it works best,while students think the method of recast is the best way to correct it.Of course,the author also found during the course of classroom observation that corrective feedback from teachers is effective for many reasons.In addition to teacher feedback,teachers ’attitudes,teaching language,teaching attitude,gender,age and students’ learning motivation.Learning ability,personality and so on will have a certain impact on the effectiveness of corrective feedback.According to the results of this study,we provide relevant teaching suggestions for Chinese teaching in Malaysia:Teachers should pay attention to the correction of phonetic errors.Especially in the primary stage,teachers should actively choose appropriate corrective feedback methods and use multiple feedback methods to teach,Using recast and explicit corrections,we can point out the root causes of phonetic errors in combination with metalinguistic feedback prompts,and at the same time promote learners’comprehension and mastery of Chinese phonetic pronunciation rules.We will step up training of local teachers and training of professional skills so as to improve the teaching abilities of local native Chinese teachers.In teaching,teachers should understand the students ’differences in levels and learning styles,which will make teachers’ corrective feedback in class more reasonable and effective.At the same time,teaching should often reflect on their own teaching,sum up experience,and constantly improve teaching.