Study Of Corrective Feedback In Primaryand Intermediate TCSL (Teaching Chinese As A Foreign Language) Oral Language Class

Corrective feedback not only exerts a significant impact on learners’ second language study but also an inevitable matter for teachers in their teaching process.Research in relation to corrective feedback started in 1970 s.Research on Second Language Acquisition(SLA)circles starts earlier and obtained great achievements.At the end of 20 th century,Teaching English as a Foreign Language(TEFL)circle in China also made a number of achievements about teachers’ corrective feedback.In recent years,with rapid development of TCFL industry,certain achievements about study of Teaching Chinese as a Foreign Language have been obtained.However,in comparison,the research results aren’t rich enough as it lacks in-class empirical study.Through recording the TCFL oral language class of Beijing International Studies University,this paper has made corpus arrangement,analysis and research on corrective feedback occurring in TCFL class and investigated students’ comprehension and response.It summarizes distribution characteristics of teachers’ corrective feedback in TCFL class,discovers the problems and puts forward corresponding teaching suggestions.The research results indicate that in primary and intermediate TCFL class,there are generality and difference between teachers’ corrective feedback and students’ comprehension situation.According to the statistical result,in selection of corrective method,teachers of primary and intermediate class prefer “recast”,with highly frequent use of “explict correction”.Regarding four mistakes about phonetics,vocabulary,grammar and pragmatics,there is a certain difference in selection of corrective feedback methods by TCFL oral language teachers at various levels.In intermediate class,teachers tend to use such methods as elicitation,metalinguistic feedback,request and clarification etc.While in primary TCFL oral language class,when correcting vocabulary,grammar and pragmatic mistakes,teachers use “explict correction” method more frequently.There is certain difference in students ’comprehension and response according to their academic level.Students at the primary level merely have relatively good comprehension and response in phonetics correction through metalinguistic feedback;while students at intermediate level can comprehend and response well about all the six corrective feedback methods.In addition,we have also made some analysis on corrective effect of SemanticNegotiation-type corrective feedback methods.In accordance with above statistical and analysis result,we have proposed such teaching suggestions as enriching in-class corrective feedback methods,paying attention to students’ comprehension and response situation etc.