Study On The Effectiveness Of Corrective Feedback In Primary Oral Class Of TCSL(Teaching Chinese To Speakers As A Foreign Language)

Corrective feedback,often referred to as "error correction" in the second language teaching,is the study of how teachers correct students' mistakes.In recent years,corrective feedback has attracted much attention from the academia.Many scholars have studied the relationship between corrective feedback and second language acquisition,but there are few empirical studies on the effectiveness of oral corrective feedback on Chinese as a foreign language.Based on the interaction hypothesis,attention hypothesis,input hypothesis and output hypothesis,this study uses experimental and interview methods in order to test the effectiveness of two corrective feedback methods:recast and meta-linguistic clues in promoting students' oral acquisition.The teaching experiment lasted for 12 weeks.Twelve foreign students from primary class B,College for Overseas Education of Yangzhou University,were selected as the research objects.The two feedback methods recast and meta-linguistic clues were used alternately to give corrective feedback for the errors of students.Then,the interactive form which contained errors and teachers' corrective feedback were transcribed,and students'errors were compiled into relative language test,which were tested for four times.After the experiment,we interviewed part of students.Based on the collected data about the two corrective feedback methods,we made a comparative analysis of students' errors distribution and understanding response,correction of errors,also the quality of their oral expression.The results show that the two kinds of corrective feedback methods have certain effect on the improvement of students' oral level,and the effect isn't same for different types of errors.First of all,the effect of corrective feedback is not only reflected in the high understanding and response level of students in the classroom,but also reflected in the successful correction of errors in the test.From the three kinds of errors correction of grammar,vocabulary and pronunciation,it can be seen that the effect of recast on the correction of phonetic errors is better than meta-linguistic clues,while the effect of the two methods on lexical errors is the same.In the aspect of grammatical errors,the effect of meta-linguistic clues is more prominent.Secondly,from the perspective of oral quality comparison,the two methods have the same effect in promoting the accuracy and complexity of students' oral expression,while the effect of recast is better in terms of fluency.The comparison of oral quality between the early time and latter time in test shows that students' oral quality improved under the two methods,especially their oral fluency.Sentence complexity varies little compared to fluency,accuracy and the complexity of words.Finally,from the students' interviews,students affirm the role of corrective feedback.Based on the results of teaching experiment and students' interview,the study finds that the effectiveness of corrective feedback affected by the language environment in the class,characteristic of the feedback ways,students' individual differences and teachers' teaching methods etc.Therefore,we suggest that in the period of primary oral teaching teachers should choose suitable ways according to the different types of errors and students'individual differences,pay attention to the effective communication with the students Strengthening the utilization of corrective feedback,students are encouraged to correct errors by themselves,and adjust the treatment of feedback according to the students' correct response.