A Comparative Study On Classroom Feedback Of Novice And Experienced Chinese Teachers

Teacher discourse has an important impact on students'language acquisition,so it has important research value.This paper uses classroom observation method and interview method to compare the classroom feedback language of five new Chinese teachers and five experienced Chinese teachers.The study found that there is a significant difference in the classroom feedback language between novice Chinese teachers and experienced Chinese teachers.In terms of positive feedback,the feedback rate of novice Chinese teachers is generally lower than that of experienced Chinese teachers,and the positive feedbacks given are single,non-hierarchical and undirected.In terms of error correction feedback,novice Chinese teachers have insufficient control over the classroom and predictiveness and coping with students'mistakes.Their correct form of error correction is mainly to correct the students'voice errors;The time of the learner's reaction is not suitable for the Chinese teacher.The article also compares the attitudes of novice Chinese teachers and skilled Chinese teachers to classroom feedback.The article believes that the proper use of positive feedback language can help students reduce learning stress and anxiety.Relatively speaking,Chinese teachers who are familiar with Chinese can better follow the feedback principle.Therefore,their classroom feedback language may have better teaching effects.Based on the above research,the author puts forward suggestions for future teaching work.This study can provide reference for Chinese teacher training;it can also provide guidance for the professional development of Chinese teachers.