A Contrastive Study Of Teacher Feedback In The Elementary Class Of TCFL Between Novice And Experienced Teachers

This study is based on Krashen's "input hypothesis," Swain's "output hypothesis," Long's "interaction theory" and the theory of discourse analysis and conversation analysis.The research object includes the "teaching video," which is from "international Chinese classroom teaching reference case primary comprehensive course," and the primary comprehensive course taught by three novice teachers from the School of International Chinese and the school of Literature of Northeast Normal University.Literature review method,theoretical analysis method,comparative analysis method,etc.were used in this research.Based on teaching materials,the research comprehensively analyzed status and problems of feedback reflected in classroom records.Through actual listening records,classroom videos,etc.,the conversion of relevant video data is completed with the principle of natural investigation,which truly records the classroom language of teachers and students.Through much analysis and arrangement,the feedback language corpus is formed.Based on the corpus,a contrastive study of teacher feedback between novice and experienced teachers was conducted,analyzing the reasons for the good teaching effect of expert teachers.The study identifies the differences in classroom feedback between novice and expert teachers.Some reasonable suggestions are put forward for the professional development of novice teachers.So that novice teachers can pay more attention to the important role of teacher feedback,improving the effectiveness of TCSL teachers' classroom feedback and teaching ability to help learners to improve their communicative ability in Chinese skills.Some suggestions are put forward as follows: novice TCFL teachers can use appropriate language to give feedback,give feedback at the right time,preset the purpose of giving feedback to students before class,attach importance to the emotion of the feedback process,enhance the pertinence of the feedback language,and grasp the application of "prompt attention" feedback.The colleges and universities could add to the theory of teachers' language courses and teacher feedback actual language use practice lesson and in its list of curriculum evaluation system,the Confucius Institute expatriate Chinese teachers' pre-service training can increase the Chinese teachers' classroom language training courses,organize volunteers' view of good teachers' course,extend relevant books and video information,etc.