The Application Of Error Correction Feedback In Elementary Chinese As A Foreign Language Class

As a research achievement in the field of second language acquisition,error correction feedback has attracted extensive attention in the teaching circles of Chinese as a foreign language in recent decades.Researchers have made a lot of observation and empirical research on the use of classroom error correction methods,the timing of error correction and the choice of the subject of error correction.this study will be based on the characteristics and rules of overseas Chinese teaching,based on previous studies,taking southville international school in the Philippines as the research background to explore how teachers should effectively correct errors in primary Chinese classes,with a view to proposing some feasible feedback strategies for Chinese classes.The author first explores the Philippines Southville through classroom observation.The actual situation of error correction feedback in primary Chinese classroom of Southville international school finds that the effectiveness of classroom error correction feedback is low at present,and there is a certain gap between novice teachers in error correction feedback strategy and experienced teachers.Secondly,by means of interviews and questionnaires,this paper investigates the attitudes and suggestions of both teachers and students on the feedback of error correction.The results show that there are inconsistency between experienced teachers and novice teachers on the concept of error correction.Most errors are corrected,while novice teachers are more tolerant of them.In addition,the study also shows that Philippine learners and Korean learners have different attitudes towards error correction feedback,and Philippine learners have strong motivation,hoping to get real-time feedback from teachers after output,while Korean learners are prone to anxiety when teachers give error correction feedback.Finally,based on the survey results,the author summarizes the three important factors that affect the effectiveness of the primary Chinese classroom error correction,namely,the teacher,the learner and the teaching environment.Secondly,based on the actual teaching situation of the primary Chinese in the Philippine International School,the author aims at the teachers’ strengthening of their own theoretical construction and the practice of error correction In order to help the teacher optimize the feedback strategy,some suggestions are given.