Error Correction Feedback And Strategy Analysis Of Teachers In Chinese As A Foreign Language Classroom

Corrective feedback an important research in the field of second language acquisition,which is of great significance to the learning of second language.Corrective feedback is aimed at learners' language errors,and it's not a one-way,but interactive process between teacher and student.Compared with the study of language error,the study on corrective feedback is not yet theoretical and systematic,especially in the field of Teaching Chinese as a second language.In this paper,we use the pattern in which Lyster & Randa classify corrective feedback into explicit correction,recast,clarification request,metalinguistic feedback,elicitation and repetition.We take the students of school of international communication,Liaocheng University as object of study,and collect data in means by classroom observation,questionnaire survey and interview.The results show that the corrective feedback is not random.First,teacher's corrective feedback is closely related to learners' language error types.Teachers will choose different corrective feedback according to the learner's error types.Second,the teacher's corrective feedback is closely related to learner's language level,and the teacher will choose the feedback mode according to the students' language level.For high-level language learners,teacher could actively give feedback to their errors;conversely,for lower-level language learner,teacher could selectively ignore some errors.Third,different feedback could lead to different uptake and repair.The highest rate of uptake is repetition,and repair,elicitation.This paper also discusses the timing,subject and strategy of corrective feedback,but in a word,the implementation of corrective feedback should take many factors into account in order to achieve the best teaching effect.