The Application Research On The Classroom Feedback Of Novice TCSL Teachers In Kenya

At present,in the domestic research on classroom feedback,the research on classroom feedback in the field of TCSL(Teaching Chinese as a Second Language)started much later and the research results are relatively more scarce,compared with that on the classroom feedback in the field of English teaching.From the perspective of research objects,domestic studies on classroom feedback of Chinese teachers are mainly aimed at domestic international students,while relatively few studies have been conducted on foreign Chinese learners without a Chinese language environment.In recent years,more and more students,majoring in Teaching Chinese to Speakers of Other Languages(MTCSOL),have been volunteering as Chinese language teachers in overseas Confucius Institutes or Confucius Classrooms.And these MTCSOL students have also become the main force of novices Chinese teachers in overseas Confucius Institutes or Confucius Classrooms.Therefore,improving the teaching ability of novice Chinese teachers plays a vital role in improving the overall teaching level of Confucius Institutes or Confucius Classrooms.According to the author’s preliminary survey,in some Confucius Institutes,including the Confucius Institute of Kenyatta University,the students in the same class may have uneven Chinese proficiency,while novices may have problems in their classroom feedback when they are not familiar with the teaching situation of the Confucius Institute.Therefore,this article has a certain significance to investigate the application condition of classroom feedback by novices Chinese teachers in Confucius Institute of Kenyatta University.This article takes four novice Chinese teachers and their students from the Confucius Institute at Kenyatta University as the research objects.Through transcribing the classroom corpus and posting students’questionnaire,the author researched the application condition of the novice Chinese teachers ’ classroom feedback,the students ’ responses to the feedback in the classroom and the effect of using classroom feedback.Finally,the author summarized the possible problems in the application of classroom feedback by novice Chinese teachers,and put forward some targeted teaching suggestions.The research results of this article show that novice Chinese teachers in Kenya will encounter the following problems when using classroom feedback: single methods and contents of classroom feedback,the failure to choose appropriate feedback method and the classroom feedback is advanced or lagging.In view of these problems,this article proposes some teaching suggestions for novice teachers from three aspects: pre-class preparation,classroom teaching,and after-class reflection.Before class,teachers should have a full understanding of the characteristics of the students.While teaching in the classroom,teachers should pay attention to providing students with more opportunities to practise,so that students will have more effective language output.Teachers’ feedback language should be concise and easy to understand.Teachers should also grasp the time of classroom feedback accurately and use classroom feedback flexibly.Teachers should pay attention to choose different feedback methods according to different situations of different students.After class,novice teachers can reflect on their own classroom feedback,so as to correct deficiencies in future teaching and make better use of classroom feedback.