Research On Teachers' Written Corrective Feedback In Writing Teaching Of Chinese To Non-native Speakers

Teacher written corrective feedback plays an irreplaceable role in Chinese writing,which has always been the concern of teaching staff and researchers.Although foreign scholars have carried out a large number of experimental studies in the field of second language written corrective feedback,the effect of written corrective feedback made by teachers on improving the accuracy of students' writing is quite controversial.On the whole,the central concern of whether teachers' written corrective feedback is effective is still under discussion.Up to now,the study of Teacher written corrective feedback in China has been carried out chiefly in English teaching as a second language.In the field of Chinese Teaching as a second language,the study of corrective feedback is mostly done in the classroom interaction and spoken language teaching.Although there are a few studies surveying the beliefs and attitudes of teachers and students,studies on corrective feedback from compositions in TCSL are not available.The present study,taking advantage of Noticing Hypothesis,the Input Hypothesis,the Output Hypothesis and the Interaction Hypothesis in the field of second language acquisition,aims to investigate the effectiveness of two different types of written corrective feedback(direct corrective feedback and indirect corrective feedback)on improving the written accuracy of non-native Chinese learners.In this study,the characteristics of the written corrective feedback in Chinese writing and their influence on the accuracy of the students' writing are investigated in depth by the follow-up surveys of one semester.Participants in this study were 30 non-native Chinese learners of different grades and different countries in the International Cultural Exchange College of a university in Wuhan.The teacher arranged for the participants to complete 6 Chinese compositions on different topics in a semester,and improved their compositions and made written feedback in time.In addition,at the end of the semester,50 foreign students,including research participants,were given questionnaires designed by the author.The questionnaire aims to elicit Chinese learners'opinions and attitudes towards corrective feedback.After getting the questionnaires back and the data,,the author uses the SPSS20.0 statistical software to analyze the data,and mainly uses the double sample T test to compare the difference of every 100 word errors before and after the feedback,in order to test the validity of the error correction feedback.The results show that:(1)direct corrective feedback has the highest frequency.In the writing teaching of Chinese as a foreign language,teachers' corrective feedback is mainly given by way of direct feedback,and the form of error correction is relatively limited.Foreign students are also more used to taking direct corrective feedback.(2)in the indirect corrective feedback type,the corrective feedback methods commonly used by teachers do not conform to the students' expectations.(3)direct corrective feedback and indirect corrective feedback effectively improve the accuracy of Chinese learners'writing.(4)most of the overseas students emphasized the importance of teachers' written corrective feedback to Chinese learning,and they expected more direct feedback.If it's indirect feedback,it is more desirable for teachers to adopt the way of "explaining error types".