Research On The Form And Influencing Factors Of Corrective Feedback In Chinese Teachers’ Volunteers

Errors are inevitable phenomena in second language acquisition.Learners learn language by constantly overcoming errors,and teachers’ correction of learners’ errors can accelerate the development of Interlanguage and promote second language acquisition.Therefore,corrective feedback has become an important part of the research field of second language acquisition.With the rapid development of Chinese teaching in the world,the study of the corrective feedback in the teaching of the second language has also aroused the common concern of the second language researchers and the teachers of Chinese as a foreign language.The research on corrective feedback in Chinese and foreign language circles is mostly from the perspective of the learners,and there are few studies from the perspective of teachers,but the research on the corrective feedback of Chinese teacher volunteers is very few.Chinese teachers and volunteers selected and sent to all parts of the world each year are the fresh blood to promote the development of Chinese teaching.Chinese teachers and volunteers have undertaken a large number of Chinese teaching tasks.Therefore,the corrective feedback in the classroom teaching will bring about great interest and achievements in learning Chinese.Influence。This article will take Chinese teacher volunteers as the research object,using the questionnaire survey and interview research methods to study the following three main problems:first,does Chinese teacher volunteers correct the errors of the learners?What forms of correction are used for errors?Do different errors use different forms of correction?Second.What factors will affect the choice of Chinese teachers’ error correction in classroom teaching?Third.How can Chinese teachers evaluate the effectiveness of corrective feedback?Through research,the following conclusions can be drawn:first,the grammar,pragmatics and phonetic errors of Chinese teachers,volunteers are most often corrected.In view of these errors,teachers think the "restatement" is the best way of feedback,but in real classroom teaching,teachers use the highest frequency of"guidance".Second,the individual factors of students(age,gender,anxiety level and Chinese level),and the type of classroom practice will all have a shadow of the choice of corrective feedback.Ringing.Third.From the point of view of the efficiency of the use of feedback and whether the students can correct the errors,the Chinese teachers’volunteers all think that the corrective feedback in the classroom teaching has got good feedback effect.All of them can effectively use the limited time in the classroom according to the situation,while the students can also change the teacher’s correction.It is mistaken.According to the conclusion,this paper suggests that the Chinese teachers volunteer to enhance their understanding and familiarity with the students;to correct the error correction of the practice types;encourage the learners to find and correct the errors themselves.It is hoped that it will have a reference meaning for the teaching work of Chinese teacher volunteers.