The Study On Correction Feedback Of Online Module Classroom

With the epidemic sweeping the world,overseas Confucius Institutes have gradually launched online Chinese teaching,and the characteristics of online teaching are gradually reflected in the teaching.Taking this as an opportunity,the author recorded the online teaching situation of 10 Chinese teachers,analyzed the online module of Confucius Institute of Roland University in Hungary,and explored and analyzed the error correction feedback differences between online and offline teaching methods.A total of 1800 minutes of classroom transcripts were collected.The results show that,in the process of online and offline teaching,the distribution trend of learners' language errors is roughly the same,which shows that the proportion of pronunciation and grammar is high,the proportion of vocabulary and Chinese characters is low;the distribution trend of teachers' error correction strategies is roughly the same,which is manifested as high frequency repetition and low frequency repetition;in addition,the teachers' error correction rate is at a high frequency.For teachers' error correction,the performance of online and offline learners is not the same.The response rate of offline learners is significantly higher than that of online learners.There is no significant difference in the correction rate between online and offline learners.Therefore,we believe that the acceptance of offline learners is slightly better than that of online teaching.The error correction strategies adopted by teachers can be divided into restatement,explicit correction,metalanguage prompt,guidance,explicit error correction and repetition.In the process of online error correction,the most frequently used strategy is restatement,and the lowest is repetition,which is roughly the same as offline error correction.In terms of the data performance of the six error correction strategies online and offline,the offline performance of the restatement strategy is better than that of the online strategy,and the response rate of the explicit correction,metalanguage prompt,guidance,clear error correction and repetition is better than that of the online strategy.Therefore,we believe that from the perspective of error correction strategy,the effect of offline teaching is better.In addition,66 learners and 21 teachers from the Confucius Institute of Roland University were investigated by questionnaire.The results show that most teachers think that both online and offline Chinese classroom error correction is equally important.In addition,both teachers and learners agree that it is necessary for teachers to correct errors in class,especially for learners.All the students who submitted questionnaires during the survey thought it necessary for teachers to correct errors in class.However,due to the avoidance of anxiety,teachers' approval of error correction remains at a low level.In addition,teachers and learners have different preferences in error correction feedback,which also reminds us that in order to improve the efficiency of classroom error correction,it is necessary for teachers to adopt error correction strategies with higher learner preference.