A Case Study Of Teacher’s Error Correction Behavior Of Online Intermediate Oral Chinese Class Based On Production-Oriented Approach

In second language teaching,"error correction" is not only an indispensable link,but also a problem that teachers must face in the process of teaching.In recent years,the production oriented approach（POA）,which aims to solve the problem of separation of learning and application,has sprung up.After long-term theoretical exploration and practical verification,this teaching method has achieved certain results in the field of foreign language teaching.At the same time,relevant research has also appeared in the field of Chinese second language teaching,However,the application of POA teaching model to oral Chinese teaching,the research on Teachers’ error correction behavior is relatively lack,which needs to be further explored.Based on this,this paper first reviews and summarizes the research results of foreign second language error correction feedback,domestic second language error correction behavior in foreign language teaching,the research results of teachers’ error correction behavior in Chinese second language teaching classroom,and the research results of the theoretical system and practical application of output oriented method,These provide theoretical support and methodological basis for the research of this paper.Based on the video data of POA online intermediate oral Chinese course,this study uses classroom observation,discourse analysis,interview and quantitative analysis methods to study the distribution of learners’ error types,the overall use and effective error correction of teachers’ error correction methods,and the diachronic changes of teachers’ error correction behavior.Through the above research,we draw the following conclusions:first,in POA intermediate oral Chinese classroom,learners have the most phonetic errors,followed by lexical errors,and finally grammatical errors and textual errors.When teachers correct errors,the frequency of correcting lexical errors is higher than other errors.In terms of the effectiveness of error correction,it is also the highest proportion of effective error correction of lexical errors.Second,in the teaching process,when teachers correct learners’errors,they most often use the error correction methods of explicit correction,recasting and combined error correction,but recasting is mainly used to deal with some secondary errors in language expression.In addition,for speech errors,teachers often use the error correction method of clarification request;For lexical errors,teachers use more guidance and metalanguage tips.For grammatical and textual errors,teachers prefer to use guidance to correct them.Third,in terms of the effectiveness of error correction,it is clear that the four error correction methods of correction,recasting,guidance and combined error correction are relatively effective in correcting all kinds of errors;The effect of repeated error correction is slightly poor,and the effectiveness of all kinds of error correction is still insufficient;Compared with correcting phonetic errors,metalanguage cues have better error correction effect in lexical error correction;Repetition and metalanguage cues are not effective in text error correction;The way of clarification request only has an effect on the correction of phonetic and lexical errors.Fourth,the most obvious way for teachers to re teach and correct errors is to ask for clarification and correction,and the most obvious way for teachers to correct errors is to re teach and correct errors in the later stage.In the early stage,it is better to correct phonetic errors and lexical errors,and it is more suitable to correct grammatical errors and textual errors;In the middle stage,the overall error correction effect of guidance and metalanguage cue has been significantly improved.Teachers have strengthened their attention to discourse from this stage;In the later stage,in terms of error correction methods,clarification requests and repetition are no longer used.The overall error correction effect is clear correction,combined error correction and guidance.At the same time,in this stage,teachers continue to strengthen the correction of discourse,often using four ways:explicit correction,recasting,guidance and combined correction to correct discourse errors.Based on the above research conclusions,we summarize and analyze the problems existing in Teachers’ error correction,which are as follows:first,learners’ response rate is low;Second,the use frequency of error correction methods is very different;Third,the waiting time for teachers to correct errors is short.In view of the problems existing in Teachers’ error correction behavior,this paper puts forward four teaching suggestions:first,be familiar with POA theory and grasp the focus and opportunity of error correction;Second,strengthen induced error correction and improve the utilization rate of output oriented error correction;Thirdly,we should play the role of recasting and improve the significance of recasting error correction feedback;Fourth,optimize the teaching design and appropriately extend the waiting time for response and correction.