The Investigation And Research Of Corrected Feedback From New Teachers Of Chinese As A Foreign Language In Class

Research on corrective feedback has always been a hot topic in foreign second language acquisition,while the domestic research on corrective feedback started late,and the research results are few.Especially in the field of Chinese as a foreign language,since the 21st century,Chinese has been welcomed by many countries and regions,which has promoted the emergence of a new group of novice teachers of Chinese as a foreign language,but at present,from the perspective of novice teachers of Chinese as a foreign language,the results of the study of classroom corrective feedback are not rich enough,and there is still a lack of case study of actual classroom teaching.In this paper,six novice teachers of Chinese as a foreign language in the College of International Cultural Exchange of Central China Normal University who have been teaching for less than one year are taken as the research objects.By using the methods of classroom recording,interviewing and classroom observation,24 class hours of classroom teaching materials with a total of 1080 minutes are collected,which can be used to investigate novice teachers' corrective feedback behavior in listening and speaking classes of different Chinese proficiency.And analysis.This paper is divided into five parts:The first part is the introduction part.It mainly introduces the reasons why this paper chooses to study novice teachers' classroom corrective feedback.It defines in detail the concepts of "error","error","corrective feedback" and "novice teacher" involved in this paper,and combs the literature about the research of classroom corrective feedback at home and abroad.The second part is about the students' classroom errors and the feedback rate of novice teachers to the students' errors.The novice teachers use corpus and data analysis to correct the different types of errors in listening and speaking classes at different Chinese levels.The research shows that:in the classroom of listening and speaking class of TCFL,novice teachers attach great importance to the corrective feedback of students'errors,among which the corrective feedback rate of students' grammatical errors is the highest,followed by vocabulary errors and phonological errors;novice teachers'corrective feedback methods are relatively single,with repetition as the main method,followed by explicit correction method and formal negotiation method;In different levels of Chinese listening and speaking classes,novice teachers use similar ways of corrective feedback.For the use of corrective feedback of phonetic errors,novice teachers mainly use restatement in primary,intermediate and advanced classes;for the use of corrective feedback of vocabulary errors,novice teachers mainly use restatement in primary and advanced classes,and formal negotiation in intermediate classes;for the use of corrective feedback of grammatical errors,novice teachers mainly use restatement at the beginning.Clear correction is the main method in the classes of grade,intermediate and advanced.The third part analyses the reasons that influence novice teachers' classroom corrective feedback,and finds that novice teachers' professional knowledge,classroom teaching attitude,and their views on the way of classroom corrective feedback,as well as novice teachers' understanding of students' mother tongue environment and Chinese level are all factors that affect novice teachers' classroom corrective feedback.The fourth part combines with the analysis of the reasons in Chapter Three,and puts forward personal suggestions for novice teachers' classroom corrective feedback:firstly,novice teachers should constantly strengthen the study of classroom corrective feedback theory and improve the reflective ability of classroom corrective feedback teaching;secondly,novice teachers should adopt appropriate corrective feedback methods for students' errors in different language elements as well as for students' corrective feedback.The overlapping use of various corrective feedback methods can effectively reduce novice teachers' dependence on restatement;then novice teachers should fully understand the environment of students' mother tongue and Chinese level;finally,clarify the requirements of classroom teaching in different stages of Chinese language,and grasp the focus of corrective feedback.It is hoped that this paper can provide reference for novice teachers of Chinese as a foreign language before they enter the platform,and promote the development of classroom teaching of Chinese as a foreign language.The fifth part is the concluding part,pointing out the shortcomings of the study on novice teachers' classroom corrective feedback in this paper:because there are only four class hours for each novice teacher's classroom teaching observation in this paper,relatively few sample data can not fully understand novice teachers' classroom corrective feedback behavior.