A Study Of Corrective Feedback Of Primary,Middle And Senior English Native Sneakers In The CSL Classroom

Corrective feedback is not only one of the hot issues in SLA research,but also a problem which teachers face at all times during teacher-student interaction in classroom.The research of this paper is related to the Chinese classroom error correction feedback of the first,middle and senior English native speakers.By using the methods of literature research,classroom observation and individual interview,we collected 1550 minutes of classroom recordings of six teachers of Chinese as a foreign language,and counted 437 errors and 375 corrective feedbacks.This paper investigates the strategies of correction feedback adopted by teachers in different teaching situations and the relationship between correction feedback and students'uptake.There are 12 ways of correction feedback,which are recasts,elicitation,metalinguistic cues,translation,using Students'L1,explicit correction,clarification request,repetition,Re-asks,asking new questions,verification and supplement.Among them,verification and supplement are summarized in this study.In general,teachers are more inclined to use input-providing rather than output-prompting which reduce more conduct modified output.In addition,Preview quiz,task setting,small class teaching environment and strong learning motivation make Chinese second language classroom for English native speakers have higher response rate and correction rate.In addition,Teachers tended to use output-prompting for grammatical errors and use input-providing for phonological and lexical errors.Teachers tended to use input-providing for the students at the primary level of Chinese while use output-prompting for the students at the high level.Input-providing is more suitable for the students at the primary level of Chinese,and it is suitable for dealing with phonological errors and lexical errors.Output-prompting is more suitable for middle and senior students,and it is also suitable for dealing with grammatical errors.Therefore,it is advisable for teachers to adjust their corrective feedback strategies according to students' language proficiency and error typesIn terms of feedback timing,we believe that whether teachers adopt immediate or delayed error correction depends on the objectives of classroom activities.We think that teachers should use immediate feedback in the classroom interaction task with accuracy as the main goal,and use delayed feedback in the classroom interaction task with fluency as the main goal.