Chinese Class Student Conversational Repair Research

Conversation activities in the Chinese language classroom are the main teaching ways to promote language acquisition and enhance students' language ability.Because students are limited by their own language ability,knowledge experience and so on,there are often some phenomena that need to be corrected in the course of conversation This phenomenon reflects the development of students' language ability and plays an important role in the language acquisition of Chinese students' languageBased on this phenomenon,we attempt to Onyang Honal High School,South Korea,classroom in empirical research,on the basis of theoretical analysis,we in conversation analysis,interaction theory and the theory on the basis of pragmatics,through collected around a year of high school after the self-built small corpus,adopts the quantitative description and qualitative analysis method of combining the study of Chinese second language classroom session correction phenomenon,summarizes the student session correction type,characteristics and preferences,the way of carrying session correction effect is analyzed,and according to the results of the study of Chinese teachers' teaching put forward the corresponding opinions.In order to gain an in-depth understanding of the phenomenon of conversational modification in Chinese second language classroom and enrich the existing research results of conversational modification,it is also hoped that this study can help second-language teachers to select reasonable correction methods to effectively complete teaching objectives in classroom conversation and help second-language learners to improve their communicative competence.