The Survey Of Chinese Classroom Teachers' Feedback In Primary Schools In New Zealand

Classroom feedback refers to the assessment and responses that teachers give to the students who use the inter-language.As a essential part of teachers' language,this hot spot issue attracted many domestic and foreign second language acquisition researchers' attention.Through observation of class,with audio and video recording,the author investigated 10 Mandarin teachers' class in primary schools of New Zealand,20 class hours in total.The framework of this paper is as follows: the first chapter introduces the topic basis of this paper and the MLA project in New Zealand,and analyzes the context of the research on feedback language at home and abroad from a macro perspective;The second chapter mainly introduces this paper's research methods and recording rules;The third chapter analyzes the usage of positive feedback and negative feedback?evaluative feedback and discourse feedback from the perspective of content.The fourth chapter analyzes the usage of simple feedback and complex feedback?non-verbal feedback from the perspective of form.The fifth chapter,with a positive feedback and negative feedback as an example,elaborates its effectiveness of 12 types of feedback language in the teaching process of high and low.The sixth chapter put forward some opinions on the use of feedback language for teachers.The last chapter is a general conclusion of this paper.Throughout the research,it is found out that,in general,MLAs in New Zealand primary schools paid much attention to the usage of teachers' feedback,and the types of feedback were abundant,but there still exists some problems in practical application.No matter which kind of feedback form it is,it could be effective feedback or invalid feedback.Teachers need to grasp the timing and method of feedback language using consciously.