Comparative Research On Explicit And Implicit Feedback In Chinese Second Language

In Chinese in the process of second language learning,learners will inevitably appear all sorts of errors and the errors of correct can promote learners’ language acquisition,as Lyster(1998 b),points out,corrective feedback to the learner’s errors provides clues,make the learners have to face the possibility of errors and correct errors,and may also stimulate the learners step in formed on the basis of existing knowledge,cognitive and system integration,so as to promote the acquisition to a certain extent.According to previous researches and classifications,Lyster & Ranta(1997)divided corrective feedback into six types: explicit correction,restatement,clarification request,meta-linguistic feedback,induction and repetition,while Ellis,Loewen & Erlam(2006)divided corrective feedback into explicit feedback and implicit feedback according to the explicit and implicit correction methods.This study attempts to explicit feedback and implicit feedback as the main target of comparison,in the form of experiment to explore these two kinds of ways to correct them for learners to a new language structure to compare other acquisition of influence,and through the way of questionnaire combined with interviews,probing into the cause of the influence learners’ error correction effect,in order to the role of corrective feedback has more detailed cognitive,and through the experimental results on second language teaching in the classroom error correction provides empirical basis and Suggestions.Through the research,it is found that corrective feedback plays a significant role in promoting learners’ learning.No matter in the short-term or long-term test,learners who have received corrective feedback have better performance in comparison sentence acquisition than learners who have not received corrective feedback.Study found that at the same time,the ability to communicate in different languages show the recessive feedback also exist differences: explicit feedback to learner’s grammar,Chinese characters and error correction effect is better,but for learners pronunciation and vocabulary errors correction,the role of implicit feedback is better,and different ways of error correction in real-time measurement and delay after test also havedifferent effects.Through questionnaires and interviews with the subjects,it is found that the effect of learners’ error correction is related to the learners themselves,their attitude towards error correction and the error-correction personnel,etc.In this study,it is found that learners’ learning motivation has no significant relationship with error correction.