A Comparative Study Of Russian And Korean Students’ Attitudes Towards Corrective Feedback In Chinese Classes At The Intermediate Stage

Corrective feedback refers to the process in which the teacher directly or indirectly points out the learner‘s errors and helps the learner to correct them when the learner makes language mistakes in second language learning.How to deal with learners’ mistakes is a problem often encountered by teachers in second language classroom.The wrong ways and methods of teachers to deal with learners affect learners’ interest and enthusiasm in second language learning..Through classroom observations,we first understand the current situation of Chinese teachers’ corrective feedback in class and the students’ language errors,and then to Dalian University of Foreign Languages and the Chinese Level of LiaoNing Normal University Middle Stage of Russian and Korean students as the research object,through questionnaire survey and interviews,the intermediate stage of Russian and Korean students about Chinese teachers classroom attitude corrective feedback is analyzed.The results show that there are some similarities and differences in the attitudes of Russian and Korean students at the intermediate level of Chinese language proficiency to the corrective feedback of Chinese teachers in class.There is no significant difference in the timing of classroom corrective feedback between Russian and Korean students with intermediate Chinese proficiency,but there is a significant difference in the content and manner of classroom corrective feedback.In terms of lexical errors and pragmatic errors,Russian students expect teachers to focus on correcting lexical errors and appropriately ignore pragmatic errors in Chinese class,while Korean students are just the opposite.Russian and Korean students all prefer explicit correction and prompt,and the most undesirable form of corrective feedback is restatement.The study also found that Russian and Korean students had significantdifferences in the choice of corrective feedback in class for different types of errors.For phonetic errors,Russian students most expected their teachers to use explicit correction,while Korean students most expected their teachers to use prompt correction.It can be seen that students from different countries have different attitudes towards Chinese teachers’ corrective feedback in class,so teachers should adopt different strategies when implementing corrective feedback in class.This also illustrates the need for country studies.