Case Study Of Corrective Feedback In Intermediate Chinese Class

Corrective feedback means that in classroom teaching,the teacher corrects the errors in the learner's words.There are many ways of corrective feedback,and different feedback methods can cause different feedback effects.In order to understand how to get the learner's attention in the classroom and how to improve the learner's correction rate,this article adopts the method of classroom observation,taking three Chinese teachers from the ELTE Confucius Institute as the research object,observe and analyze the correction in the intermediate Chinese classroom Usage and characteristics of corrective feedback.By observing the corrective feedback used in teacher C,W,and L classrooms and interviewing three teachers,the author studied the corrective feedback in the classroom from four dimensions:feedback method,feedback form,feedback scale,and feedback time.It was observed that the three teachers used more retelling and comprehensive feedback in the classroom;the feedback form was mainly oral feedback,but teacher W had requirements for writing and segmented expression of learners,so the blackboard feedback in the classroom was more than oral feedback;the feedback scale of the three teachers is mainly one-to-one feedback,and one-to-many feedback is rarely used;the feedback time of the three teachers accounts for a small proportion of the total classroom time,and the feedback time is not much different from the overall perspective,Teacher L's feedback time is significantly shorter than Teacher W and Teacher C.Through interviews,the author learned that the three teachers emphasized the need to comprehensively consider the difficulty of the problem,the time of the classroom and other factors in choosing the feedback method.For the feedback form,the three teachers generally believed that the learner's mistakes were typical and common.If the difficulty is high,they will choose blackboard feedback;from the perspective of the scale of feedback,teachers generally do not require learners to be feedbackers,and often choose one-to-one feedback,and allow other learners to provide feedback when the respondent cannot understand Feedback;all three teachers believe that feedback time should be spent on errors that are generally not understood by the learners and the problems recur.Finally,the author puts forward suggestions from three aspects:how to enhance the significance of feedback in the classroom,increase the output opportunities after feedback,and promote the development of learners' self-correction ability.Repeat the restatement,use restatement to interrupt non-paragraph expressions to improve the significance of corrective intention,reduce positive evaluation of learners' attempts,use more interrogative sentences to guide learners to correct,and use it in combination with the clarification request.Reduce the evaluative discourse of the learner and focus on the error itself,pay attention to the use of media to guide the learner to think,strengthen the connection between the new and the old knowledge,and train the learner's inductive reasoning ability.