| Correct feedback offered by teachers of teaching Chinese as a second language are able to exert a positive influence on Chinese learners,which has already been proved by a body of empirical studies,and could play a significant role in relationship among teachers and students when being carried out scientifically and systematically.This research aims at finding out features and effectiveness of teachers’ corrective feedback in Institute for Foreign Students in Nanjing University and students’ evaluation towards them.This research has successfully been conducted by 3230 minutes auditing,125 questionnaire investigations and interviews with 10 TCSL teachers.First,there are regularities on teachers’ corrective feedback pertain to classes in different categories,students in different levels and errors in various kinds.To begin with,“Recast”,“Elicitation”,“Explicit correction” and “Clarification requests” are the four most frequently used measures and “Recast” is most commonly used among which because of its advantages such as time-saving,confidence-protection,interruptionavoidance etc.Teachers are prone to provide corrective feedback by “Elicitation” in Oral Chinese Class while by “Explicit correction” in Integrated Chinese Class.When teaching students in different Chinese levels,“Elicitation” is more likely to be used to the elementary and the frequency of which saw a graduate decline with the enhancement of students level,while “Clarification requests” experienced a dramatic rise from the elementary to the advanced and has become the main way to correct learners’ errors.Teachers tend to take various methods based on different errors,although “Recast” is still the most popular manner,teachers are prone to correct phonetic error by “Clarification requests”,correct lexical and grammatical errors through “Elicitation”,and help to avoid pragmatic errors with “Explicit correction”.Second,apparent disparities of effectiveness could be found among different corrective feedback manner,and there is also a huge difference between immediate revised rate and time-lapse revised rate resulted from the same manner.To be specific,learners’ immediate revised rates caused by “Recast” and “Elicitation” are much higher than the figure caused by “Explicit correction” and “Clarification requests”,however,time-lapse revised rate from “Recast” saw a dramatic decrease compared with immediate revised rate,but the delayed figures of the other three manners witnessed remarkable rise when conducting the time-lapse revision.Third,there is a huge discrepancy between teachers and students when evaluating the effectiveness of corrective feedback.In detail,learners have a high anticipation on “Explicit correction” while teachers are expected to point out errors by “Recast”.In the end of the essay,the author proposed appreciate suggestions so as to optimizing the effectiveness of corrective feedback,the improvement on “Recast” and “Explicit correction” in particular. |
