The Study Of Teachers' Correcting Behaviors In Elementary Oral Chinese As A Foreign Language

The primary stage is a necessary stage for learners to learn Chinese,and its interlanguage is in a dynamic development process,which is prone to errors.Oral Chinese class has the highest opening rate among all the class types.Oral Chinese class is set up to cultivate learners' oral expression ability and oral communication ability.The purpose of oral Chinese class is to improve learners' oral level and oral communication ability.Different from listening class,writing class and reading class,the main task of oral Chinese class is to train learners' oral expression and communication skills.Learners have a lot of input and output in oral Chinese class,which is bound to be accompanied by errors.Therefore,it is inevitable to correct learners' mistakes in oral Chinese class.Primary oral Chinese class is an important stage to establish students' Chinese phonetic foundation.Therefore,it is very important to study teachers' error correction behavior in primary oral Chinese class.Whether teachers' error correction behavior is scientific directly affects learners' Chinese learning.This paper studies the elementary oral Chinese class of three teachers in the school of international cultural exchange of hebei normal university and investigates the opinions of the elementary students and the elementary oral Chinese teachers on the aspects of classroom error correction.The research contents of this paper are as follows: what are the survey results of teachers' error correction behaviors in the primary oral Chinese class,what are the factors that affect teachers' error correction behaviors,and how are the teachers and students' satisfaction with different error correction methods? This paper argues that teachers should take the individual factors of students and teachers into full consideration when correcting errors,and choose appropriate timing,method and frequency of correcting errors,so as to create a good classroom environment for students' Chinese learning.The research on the teachers' correcting behaviors in the elementary spoken Chinese as a foreign language classroom can provide a reference for the future correcting behaviors of Chinese teachers.The main content of this paper is as follows:The introduction includes three parts: the meaning and reason of the topic,the summaryof relevant research status,and the research content,object and method.This paper summarizes the research status of teacher error correction,and determines the research direction and method of this paper.The first chapter analyzes the actual classroom investigation,and studies students' various error types and their distribution,the distribution of error correction methods in each error type,the timing and frequency of error correction,and students' understanding and correction of error correction.In the primary oral Chinese class,the most frequently used error type is phonetic error,and the most frequently used error correction method is restatement.The second chapter analyzes the influence of different factors on teachers' satisfaction with error correction methods.This paper probes into the understanding and attitude of students and teachers to the problem of error correction.Then SPSS software was used to test the influence of different factors on the satisfaction degree of error correction method.The statistical results showed that the nationality,education level,personality of students and the age,teaching age,error correction consciousness and error correction behavior of teachers had an impact on the satisfaction degree of error correction method.Chapter three analyzes the characteristics and existing problems of teachers' error-correcting behaviors on the basis of classroom investigation results and questionnaire survey data.Teachers have remarkable characteristics in error correction methods,timing,classroom error correction rate and correction of grammatical errors.Meanwhile,there are still some problems in teachers' error correction behaviors.This paper explores the causes of these problems and puts forward some reasonable Suggestions.It is hoped that this study can provide useful references for TCSL teachers to correct their mistakes in class,and help students with their second language acquisition with appropriate error correction methods.