A Study On Teachers' Corrective Feedback In Oral English Teaching For Intermediate Foreign Students

Corrective feedback is an important aspect of teacher-learner interaction in classroom teaching.it has an important impact on learners' second language acquisition and has been closely concerned by second language acquisition researchers at home and abroad.At present,many scholars in second language teaching abroad have carried out empirical research on teachers' corrective feedback.In recent years,there have also been a lot of research results in the field of foreign language teaching in China,but in the field of teaching Chinese as a foreign language,The research on teachers' corrective feedback in Chinese classroom is still insufficient,and there is a lack of empirical research based on classroom.In this paper,through the method of classroom observation,the intermediate oral Chinese class of Northwest normal University is recorded and transcribed,and the corrective feedback of teachers is analyzed and studied.This paper summarizes the relationship between teachers' corrective feedback mode and the types of errors,learners' understanding response and language correction output,and then provides a reference for teachers to adopt reasonable and effective feedback methods in classroom teaching.The statistical results show that the feedback of restatement is the most frequently used in intermediate oral Chinese class,followed by explicit correction.However,the modes of corrective feedback that cause high response rate and correction rate of students' understanding are guidance,clarification request and metalinguistic prompt.According to the three different types of errors,phonetic errors,lexical errors,grammatical errors,teachers' choices of error correction methods are different.For phonetic errors,teachers tend to repeat more,but the correction rate of explicit correction and metalinguistic cues is higher.For lexical errors,teachers often use metalinguistic cues and explicit correction methods,while clarification requests and metalanguage cues are more effective in correcting lexical errors.For grammatical errors,teachers choose more ways of repetition and metalinguistic cues,and the feedback ways with higher correction rate are metalanguage prompts,guidance and clarification requests.In the six types of corrective feedback used by teachers,guided and metalanguage prompt are the two types of corrective feedback,in which the rate of corrected output is higher in students' output,followed by requests for clarification,and teachers use the most frequent ways of restatement,explicit correction,etc.The rate that causes students to correct the output of language is relatively low.Teachers' choice of appropriate corrective feedback to transmit language rules can guide learners to pay attention to the differences between their own language forms and the language forms of the purpose,thus deepening the understanding and memory of language information.It can better promote learners' language acquisition.According to the analysis results of this paper,the author tries to put forward some teaching suggestions on the use of corrective feedback of intermediate oral Chinese teachers.