Investigation And Research On Corrective Feedback In Chinese Classroom Teaching At RMUTI

As an important part of classroom teaching,corrective feedback has received extensive attention both at home and abroad in the field of teaching Chinese as a second language.At present,there are a large number of research results on corrective feedback in the second language teaching community abroad,but there is still a lack of research on corrective feedback in the foreign language teaching community,especially in the non-target language environment,and further investigation and discussion are needed.This article takes the first-line Chinese teaching situation at the Northeast Royal Institute of Technology in Thailand as the foothold of the study.Through classroom observation,questionnaires,teacher-student interviews and other methods,it investigates the overall use of corrective feedback in the elementary Chinese class at Northeastern Royal Institute of Technology in Thailand.Situation,corrective feedback,different strategies,different types of usage,teachers and students' attitudes toward corrective feedback,and other issues.The research results show that teachers' feedback rate in Chinese classrooms is higher,and learners' response rate and correction rate are also slightly higher.There are some differences in the frequency of use of different corrective feedback strategies,the rate of response to understanding,and the rate of correction.Of the six specific corrective feedback strategies,the most frequently used are recasting and the lowest are repetitions.The repetition strategy has the lowest understanding response rate and correction rate,and the highest understanding response rate and correction rate is the direct error correction strategy..For different types of corrective feedback,the frequency of implicit corrective feedback strategies is slightly higher than that of explicit strategies.Understanding the response rate and correction rate are both explicit strategies.Although the correction rate of formal negotiation is the lowest,but understanding The response is good,and it plays an important role in increasing teacher-student interaction and activating the classroom atmosphere.The overall attitude of teachers and students to corrective feedback is relatively positive,and the satisfaction with the implementation effect is high,but there are certain differences on the specific timing of correction,the subject of correction,and the type of error.In terms of the specific tendency of correcting strategies,the effectiveness of strategies is basically the same as the frequency of strategies used in the classroom.Teachers most agree on guiding and recasting strategies.Students believe that the most effective strategy is direct error correction;repetition is the option with the smallest proportion.Finally,this paper analyzes and summarizes the research results and puts forward relevant suggestions and countermeasures for Chinese teaching,hoping to give somereference and help to the corrective feedback teaching in the Chinese classroom in the non-target language environment,and promote the further development of corrective feedback research.