The Effectiveness Of Different Types Of Corrective Feedback In Elementary Chinese Classes

In second language classroom interaction,errors are inevitable.How to deal with errors is a problem often encountered by teachers.Corrective feedback has become one of the focuses of second language acquisition research.The content of research at home and abroad has focused on whether corrective feedback is beneficial to L2 acquisition,the impact of different types of corrective feedback on L2 acquisition,and the factors affecting the efficacy of corrective feedback.In China,inquiries on corrective feedback have also been made in the field of teaching Chinese as a second language.However,the majority of these studies were theoretical exploration and summarization of experience.Recently there have occurred several empirical researches,most of which were simple classroom observations and questionnaire surveys.Experimental studies and qualitative research are still scarce and very few employed both quantitative and qualitative design.In view of the above,this study,by adopting a combination of experimental method,classroom observation and questionnaire survey,attempts to compare the effectiveness of six types of feedback,namely explicit correction,recast,clarification request,metalinguistic feedback,elicitation and repetition.At the same time,it explores the effects of different types of errors and teachers’ and students’ preference and attitude towards feedback on the efficacy of corrective feedback,using questionnaires and interviews,with a view to helping teachers choose the appropriate corrective feedback.The results of the experiment show that the effects of the six types of corrective feedback are quite different.Among them,the effects of metalinguistic feedback and elicitation are better,both short-term and long-term effects of recast are the worst.Secondly,different types of errors have different corrective feedback effects: For phonetic errors,the effects of explicit correction and recast are the best.For vocabulary errors,The short-term effects of elicitation is better,and the long-term effects of metalinguistic feedback is better.For grammatical errors,the short-term effect of elicitation and metalinguistic feedback are better,and the long-term effects of elicitation and repetition are better.For pragmatic errors,the effects of explicit correction and metalinguistic feedback are better.In addition,teachers and students’ preference and attitude towards corrective feedback will also affect the effect.If teachers and students’ preference to corrective feedback matches well,s the post-test results will be higher and the feedback effect will be better,such as metalinguistic feedback.If not,then the feedback effect will not be good,such as clarification request.Therefore,when choosing corrective feedback,teachers should take into account factors such as teaching needs,types of errors,and learners’ preference for corrective feedback,so as to maximize the effectiveness of teaching.