A Study Of Error Correction Feedback And Understanding Response In Primary Class Of Teaching Chinese As A Foreign Language

Corrective feedback,having a major impact on learners' second language acquisition and learning level,is an unavoidable problem for external Chinese classes.Started in the 70's,the error correction researches are mainly concentrated in terms of error correction method and its effect,little on the attitude to teachers and students,and also a variety of studies on corrective feedback in English teaching.In this article,by the means of classroom recording,According to voice data of classroom teaching and transcription,studied teachers' corrective feedback and students' understanding response on the primary stage of oral class and comprehensive course.At the same time,we conducted a questionnaire survey for eight teachers and 89 students,analyzing the differences between teachers and students on the attitude towards error correction of all kinds of problems,in order to go further research and give advice in this area.As the main purpose of error correction,teachers are the major idols and preferred to corrections among classmates.While most of the students agree with immediate error correction in class that the teacher will depend on the specific situation proceeding whether immediate correction or delay error correction.The timing of error correction is also important to both students and teachers.In the aspect of direct error correction and indirect error correction,both teachers and students tend to correct mistakes directly.Phonetic errors accounted for the highest proportion,followed by grammar and vocabulary errors.Teachers hold the highest feedback rate of speech errors,and the highest revision rate of vocabulary errors.Students have a higher response rate to speech,grammar and vocabulary errors.These characteristics indicate that the Chinese teaching class is focused on form and requires a high language degree of accuracy.On the choice of ways of error correction,restating has the highest percentage of error correction feedback,followed by the specific error correction and guidance.From the questionnaire survey,the best way of corrective feedback is requested clarification on the point of teachers,followed by repeating and guiding.On the other hand of students,the favorite way of error correction is definite error correction,followed by restating and meta language tips.There is a certain difference between the actual and the preferred way of error correction.In the aspect of attitude and its influence of error correction,most of students don'tthink teachers need to give them enough time.Most of the students agree on the gratefulness to the teachers' error correction,but still few students don't agree with this,and on the opposite they feel anxious,embarrassed,confused with a sense of failure.This may have something to do with their learning environment,learning method,character,and linguistics ability and so on.According to these statistics and analysis,we propose a variety of teaching suggestions,such as enriching methods of class error correction,paying more attention to students' understanding responses and the attitude of teachers and students on the feedback of error correction.