A Study Of Classroom Feedback By Novice International Chinese Teachers

With the improvement of China’s status in the world,the number of people learning Chinese has increased year by year,and the education of teaching Chinese as a foreign language has also flourished.Because most novice teachers lack practical teaching experience,it is inevitable to encounter many teaching problems.This paper uses recordings,video,corpus analysis,and questionnaires to study the use of classroom feedback from eight international Chinese novice teachers in Indonesia.Focus on studying whether the positive and negative feedback from novice teachers is effective in order to find out the problems encountered by them and make reasonable suggestions.Studies have shown that novice teachers use feedback frequently and use positive feedback more than negative one.Novice teachers have obvious individual differences in the use of feedback.In positive feedback,most students do not support praises and repetitions that teachers use frequently.Teachers commonly use and students have a high degree of recognition for follow-up questions;while less teachers use specific praises that are chosen by more students.In negative feedback,when students can’t answer questions temporarily,they will be more inclined to choose teachers to guide them to complete the questions,but combined with teaching practice and students ’understandable response frequency,the better feedback method should be to ask other students;and when students answer incorrectly,both teachers and students tend to choose to correct or explain corrections directly.The study also found that novice teachers are prone to the following problems in feedback: improper choice of feedback methods,insufficient concise language,deviating from the target language,and lagging and advancing feedback time.In addition,the biggest difference with novice teachers is that the spoken volume of experienced teachers is significantly lower and they are better at initiating independent thinking of students through feedback and increasing their openness.This research can enrich the theory of teaching language and second language teaching;it can develop teachers’ teaching practice and provide guidance for teachers to use feedback language effectively;it plays an important role in improving teaching efficiency and promoting the development of the professional level of teachers.