A Study On Error Correction In Primary,middle And Advanced Comprehensive Courses Of Chinese As A Foreign Language

Corrective actions is an essential part in the process of second language teaching.In this paper,three research methods,namely classroom observation method,questionnaire method and interview method,are used to probe into the error correction situation of Chinese comprehensive courses at elementary,intermediate and advanced Chinese levels.Firstly,through observing the 36 class hours of the comprehensive courses of Chinese as a foreign language in the School of International Cultural Exchange of Shanghai International Studies University,this paper has conducted corpus collation and statistical analysis of classroom error correction of elementary,intermediate and advanced Chinese levels;Secondly,combined with large-scale questionnaires,this paper investigates teachers and students' opinions on the basic attitude,the subject,the timing,the occasion and the way of correction;Finally,combining with specific examples of classroom errors,interviews were conducted with teachers and students to enrich the research data of this paper.And I hope to find out the characteristics and existing problems of error correction in Chinese comprehensive courses of different levels,so as to provide help for teachers to improve the effectiveness of error correction.According to the classroom observation results,we found that,In terms of the types of error correction,for primary and advanced classes,the high error correction rate is vocabulary and grammar errors,and teachers have relatively high tolerance for phonetic errors in elementary and advanced classes;However,teachers of intermediate class have a relatively balanced error correction rate for pronunciation,vocabulary,grammar and pragmatic errors.Teachers error correction focus is different at different levels of Chinese class.From the perspective of error correction methods,among the three levels of Chinese comprehensive courses,the frequency distribution of teachers' use of error correction methods is extremely uneven,and the use frequency of “recast” is the highest.Teachers rely heavily on this error correction method.In the analysis of the questionnaire,we found that the students with primary and intermediate Chinese proficiency have a more positive attitude towards teacher correction,while the students with advanced Chinese proficiency were more likely to feel nervous and anxious when being corrected,and they were more conservative in correcting errors.Moreover,students at the three levels have different preferences for error correction methods.In terms of the comparison between teachers and students,the basic attitude of teachers and students towards error correction is generally positive,while the attitude of teachers is more conservative than that of students.Both teachers and students agree that the time to correct mistakes is " When students make mistakes in speech,the teacher corrects them immediately after they finish speaking.";Both teachers and students agree that the correcting situation is "for the whole class in the classroom";And both agree that the subject of correction is "teacher".In addition,for the four types of errors,teachers and students prefer different ways of correcting errors,but on the whole,teachers like “explict correction” and “guidance correction”,while students like “explict correction” and “request for clarification”Finally,there is a difference between the teachers' opinion that the error types should be corrected in classroom observation and the teachers' and students' opinion in questionnaire survey,and the error correction methods preferred by teachers and students in the questionnaire are greatly different from that(recast)often used by teachers in classroom observation.Teachers rely heavily on "recast" of error correction in actual classrooms.