A Comparative Study On The Negative Feedback Of Proficient Teachers And Novice Teachers In The Comprehensive Course Of International Chinese Education

Negative feedback,also known as corrective feedback,is of great significance in promoting learners’ language acquisition.This article adopts classroom discourse analysis,interview survey,and classroom observation methods to collect classroom recordings of 6 novice teachers and 6proficient teachers,and transcribe and code them.This article mainly studies the following three questions: 1.What are the similarities and differences between the overall distribution of proficient and novice teachers using negative feedback strategies? 2.What are the differences and similarities between the seven types of negative feedback strategies used by proficient teachers and novice teachers? 3.What are the reasons why proficient teachers and novice teachers use different negative feedback strategies?The study finds that: The order of preference of proficient teachers for using negative feedback is recast→elicitation→multiple feedback→explicit correction→clarification request→metalinguistic feedback/ repetition,which are used 82,38,24,8,7 and 4/4 times respectively.The order of preference of novice teachers for using negative feedback is elicitation→recast→repetition→clarification request→explicit correction→multiple feedback→metalinguistic feedback,which are used 141,112,8,7,6,3 and 0 times respectively.Novice and proficient teachers have many similarities and differences while using negative feedback.The similarities are as follows: recast and elicitation are used more frequently;The frequency of using repetition,metalinguistic feedback,and clarification request is relatively low;The methods of using explicit correction and repetition strategies are relatively simple;The success rate of error correction using multiple feedback strategies is higher.The differences in the use of negative feedback strategies by novice and proficient teachers are as follows: The success rate of error correction by proficient teachers using explicit correction,recast,repetition,metalinguistic feedback,and clarification request strategies is higher than that of novice teachers;Proficient teachers use recast and repetition less frequently than novice teachers;Proficient teachers use more types of multiple feedback strategies than novice teachers;Novice teachers use elicitation strategies more frequently and have a higher success rate in error correction than proficient teachers;Novice teachers use elicitation strategies more frequently than proficient teachers,and the success rate of error correction is lower than proficient teachers;Proficient teachers use multiple feedback strategies more frequently than novice teachers,with more types than novice teachers,and so on.In addition,the study finds that the main reasons for the differences in the selection of negative feedback strategies among novice and proficient teachers lie in the individual aspects of teachers,such as the lack of rigorous and serious attitude towards teaching by some novice teachers,and their insufficient knowledge level,language ability,and ability to grasp the personality characteristics of learners,and so on.This study proposes teaching suggestions for novice teachers as follows: improve their knowledge level and cultural literacy;Proficient in mastering a foreign language and improving oral English skills;Enrich and adjust the types and content of negative feedback strategies;Correct their attitude,improve their ability to prepare for lessons,especially the ability to "prepare for students",and grasp the personality characteristics of students;Improve classroom management ability;Control the quantity of negative feedback strategies and improve their success rate;Provide students with ample time for reflection;Learn to apply multiple feedback strategies,and so on.