A Study On The Correction Of Phonetic Errors By Peruvian Local Chinese Teachers And Chinese Teachers From China For Primary Chinese Learners

The process of second language learning is not smooth.In the process of learning new knowledge,students will make various errors,constantly correct errors and try to approach the target language.As the main body of teaching Chinese as a foreign language,Chinese teachers and Chinese learners play an equally important role in the teaching process.In Chinese teaching,Chinese teachers not only teach students new knowledge,but also correct the mistakes made by students.On the one hand,the process of correcting errors can help students to find their own errors,correct them in time and improve their Chinese proficiency.On the other hand,it helps Chinese teachers to summarize the law of Chinese errors in practice,improve their teaching methods,enhance their teaching standards and promote academic literacy.This paper takes Chinese teachers and learners of Confucius Institute at Catholic University of Peru as the research object.In the form of classroom observation and questionnaires,the Chinese teachers and students with primary Chinese proficiency of Confucius Institute at Catholic University of Peru are studied.This paper mainly investigates:(1)For error correction,the attitude of Chinese teachers and local teachers of Confucius Institute at Catholic University of Peru and students with primary Chinese proficiency;(2)Their choice of error correcting subject,correcting timing,correcting frequency and correcting way.Whether the students' gender will influence the corrective behavior of Chinese teachers;(3)Comparing the differences between local teachers and Chinese teachers in the actual classroom;(4)Whether there will be any difference between the actual Chinese corrections of the Chinese teachers and the expected corrections of the students.Through the investigation and analysis,we find that in Confucius Institute at Catholic University of Peru,the Chinese teachers and students with primary Chinese proficiency they all have positive attitudes towards error correction.But in the actual classroom,the local teachers adopt a variety of error correction methods,but the error correction rate is low.The Chinese teachers' error correction methods are relatively single,but the error correction rate is higher.The students' major errors focus on the tone part,especially the third and fourth tones.In local teachers' class,the students made more errors in tone part.On the one hand,students are not proficient in tone,on the other hand,the local teachers themselves have deficiencies in tone,which results in the same errors of students.We hope that this study will find problems in correcting errors in Peru's Chinese teaching class and put forward corresponding teaching suggestions,which will provide some reference for correcting errors in Peru's Chinese class.