A Study On Written Corrective Feedback Of Students With Advanced Chinese Proficiency

Written corrective feedback is a common strategy in Chinese writing.Teachers want students to find mistakes and reduce mistakes through written corrective feedback,and constantly improve the accuracy of Chinese writing.With the rise of peer tutoring,the subject of correcting compositions is no longer limited to the teachers,and the master of Teaching Chinese to Speakers of Other Languages has more and more opportunities to participate in such practical activities.Students who receive written corrective feedback and teachers and teaching assistants who give written corrective feedback often have different considerations.How to improve the feedback efficiency and achieve multi-win-win is a problem worth thinking about,but the existing research has not explored this problem through qualitative research methods.Based on a Chinese project of a university in North America,this paper firstly explored the effectiveness of written corrective feedback in the project,and illustrated the views of the participants on the direct and indirect,focused and unfocused written corrective feedback and feedback for different error types.Then it focused on the expectations of teachers,the practice of teaching assistants and students,concluded individual differences and problems.Finally,it gives some suggestions for the problems existing in the project.