Teachers' Oral Corrective Feedback In Chinese Classrooms Of Cambodia

Corrective feedback,as an important part of language teaching,plays a significant role in classroom instruction and in students' language learning.However,few studies focus on corrective feedback in Chinese classrooms of Cambodia.Taking Chinese spoken classes in the Guangzhao School of Cambodia as an example,this thesis conducts a research on the oral corrective feedback which is based on students' grammar errors in Chinese course of Cambodia.The thesis observes middle school students' Chinese spoken classes of the Guangzhao School of Cambodia and analyzes the use of teachers' oral corrective feedback on students' grammar errors and students' response toward those feedbacks so that it is acknowledged to know the use of teachers' oral corrective feedback in Chinese classrooms of Cambodia.All the information is based on classroom observation including voice recordings of 4 teachers,12 spoken classes in total.According to the record and transcribed language data,the study concludes the categories and use frequency of teachers' oral corrective feedback methods when teachers deal with middle school students' grammar errors.The conclusion shows all four teachers adopt more than 4 kinds of methods of oral corrective feedback,and it is different in types of oral corrective feedback.However,all of the teachers are inclined to use Recast.The methods of those corrective feedback are listed as Recast,Explicit correction,Prompts(Elicitation,Metalinguistic feedback,Clarification requests,Repetition),varying from high frequency to lower ones.Additionally,this study explores the immediate effect of those oral corrective feedback based on students' uptake in order to explore the effects of teachers' oral corrective feedback in Chinese classrooms.It is concluded that Prompts get a better immediate effect among other teachers' oral corrective feedback towards students' grammar errors.However,the use frequency and immediate effect of Recast and Explicit correction are not in proportion.Delayed effect caused by oral corrective feedback is found through the comparison between the pretest of classroom teaching experiment and the aftertest of students' grades.On the basis of ONE-WAY ANOVA of variance on delay performance,it finds that methods of Prompts bring about the best delayed effect,followed by Explicit correction,while Recast is inferior to other two methods of feedback.Finally,according to major findings,this study puts forward further suggestions to teachers' corrective feedback in Chinese classrooms of Cambodia.