The Research Of Error-correction And Uptake In Primary Oral Class Of Chinese As A Foreign Language

Corrective feedback,also called error correction,not only has an important significance to second language acquisition,but also an inevitable problem for teachers in the class.With the development of Chinese as a foreign language,the study of Chinese as a second language acquisition has achieved certain results.However,there are very few empirical studies for error correction.This paper conducts an empirical study on the Chinese oral class at the International College of Guilin University of Electronic Technology.It analyzes the error correction in the primary Chinese oral class and proposes corresponding suggestions for correcting.this paper is mainly divided into six parts.The first chapter is the introduction,which mainly clarifies the significance,object and research method of this thesis.This paper mainly uses literature research,classroom observation,questionnaire survey and interview method,guided by Lyster and Renta correction feedback theory,and takes the students and teachers of three Chinese primary oral classes at the International College of Guilin University of Electronic Technology as the observation object,reviews the main research results about Chinese as the second language acquisition in initial stage at home and abroad,and provides some views about error correction in spoken Chinese class.The second chapter expounds the connotation and classification of correction feedback and uptake,and describes the dichotomy,quadruple,six division method and seven division method in detail.This paper adopt the definition and classification of lyster and Renta,and research the relationship between correction feedback and uptake.The third chapter understands the correction feedback and uptake in the primary Chinese oral class through observation,questionnaires and interviews,and analyzes the uptake rate to different types of correction feedback.The statistics show that the mostcommon correction feedback used by teachers is recast,because it directly provides the correct language form,which can attract to learners attention.In addition,teachers often use elicitation and explicit correction.The three types of correction feedback with higher correction rate are in order to explicit correction,recast and elicitation.The fourth chapter,based on the analysis results,mainly discussing the factors affecting the response of the same correction feedback from the aspects of students' Chinese level,errors type,learner's emotional factors and so on.The results show that beginners have a higher response for recast and explicit correction,and students with a certain Chinese foundation have a relatively average response to the six error feedbacks.For phonetic and lexical errors,the recast has the highest correction rate;For grammatical errors,the metalinguistic feedback rise highest correction rate;For pragmatic and Chinese character errors,the explicit correction after class is ideal.When teachers face introverted students,elicitation is easy to cause students anxiety,so the correction effect is not ideal;when facing the extroverted students,explicit correction is ideal.The fifth chapter,proposing some effective corrective strategies from the perspective of improving correction methods and creating the suitable classroom environment.Hoping that it can provide some reference for teachers of Chinese as a second language acquisition.The sixth chapter is the conclusion,summarizing the full text and pointing out the shortcomings.