A Study Of Teachers’ Positive Feedback In Oral Chinese Classroom For Foreign Students From Central Asia

Classroom teaching is a central part of their language learning for international students who come to China to learn Chinese,and teacher feedback is an indispensable part.The choice of different feedback forms not only judges students’ correctness,but also affects their attitudes and emotions.Therefore,the teacher’s feedback language in classroom teaching is a topic worthy of further study.In order to conduct more detailed analysis,the research selects oral classes for more turn-takings.Combined with Xinjiang’s unique geographical advantages,the research object was eventually determined to be the Central Asian students.and special studies on teachers’ positive feedback of classroom teaching.First of all,the paper combs the domestic and foreign researches result on teacher feedback.Based on the literature retrieval and in combination with the actual situation,the paper finally defines the teacher’s positive feedback as a positive response to the student’s correct answers,and the teacher’s instructive or encouraging discourse when the students do not answer or respond to errors.Enable students to provide the correct answers.Although there are a lot of studies and opinions on teachers’ feedback,there are few empirical studies on teachers’ positive feedback in teaching Chinese as a foreign language.The author conducts a classroom observation,recording transcription analysis of real oral classes to this phenomenon.The author observes and analyzes 44 oral classes of 6 teachers in every two group classes from the elementary,medium and senior level lasses of Xinjiang Normal University,whose record last for 1980 minutes in all.In this paper,the author analyzes the current situation,the factors and problems of teachers’ positive feedback,then giving suggestions.The result shows that the number and frequency of positive feedback are generally higher in oral classes;each teacher has different preferences for choosing feedback.It is not very effective that teachers use positive feedback for wrong answers to guide students to obtain correct ones.The frequency of teachers’ positive feedback does not have a corresponding relationship with the student level,but is related to the character of the teacher himself.And the positive feedback of the teacher to the creative answer is generally higher.Through the statistics and analysis of the obtained data,the author puts forward some questions and gets some inspirations.