A Study On Written Feedback In Writing Teaching For Novice Teachers Of Chinese As A Foreign Language

Teachers’ written feedback is a very important part of the writing teaching of Chinese as a second language.Through written feedback,teachers point out the advantages and disadvantages of students’ writing,and students make modifications according to teachers’ written feedback,so as to constantly improve the quality and writing level of their own compositions.Novice teachers are a special and representative teaching group in teaching Chinese as a foreign language.Therefore,the research on written feedback of novice teachers plays an important role and significance in improving students’ Chinese level.This research starting from the actual written feedback of teachers of Chinese as a foreign language,took to collect three novice teachers of Chinese as a foreign language in a semester grade of 171 pair drafts,and written feedback form and content in the sample is classified and summarized through interviews,summed up the five new characteristics of teacher’s written feedback and change,first of all,The most common form of written feedback used by novice teachers is error-correcting feedback.Second,novice teachers are more likely to give feedback on language form,including grammar,vocabulary and Chinese punctuation.Thirdly,the written feedback of novice teachers often uses some fixed symbols.Fourthly,novice teachers tend to give positive and encouraging comments in their comments.Fifth,at present,the written feedback form of novice teachers of Chinese as a foreign language is still relatively simple.Due to the Chinese as a foreign language writing is the interaction between teachers and students,the changing process,so this article through the comparison of three periods lasted composition samples found that novice teachers’ written feedback concerns from direct feedback,feedback on language forms gradually shift to indirect feedback,the feedback of content structure,and from the perspective of students,using questionnaires and interviews,By exploring students’ attitudes,handling situations and expectations of teachers’ written feedback,it is found that students generally have a positive learning attitude towards Chinese writing,but to some extent they are afraid of difficulties.Students expect teachers to comprehensively point out mistakes in their compositions and get more feedback on language form and format.Finally,on the basis of summarizing the above research results,this paper also puts forward some strategies and suggestions.One is for teachers:（1）To strengthen the diversity of written feedback;（2）The content and type of written feedback should be given proper consideration,which can be focused on according to the characteristics of students at different stages;（3）Use more positive and encouraging written feedback as appropriate;（4）Timely feedback on students’ compositions;（5）To strengthen the supervision and guidance of students after writing feedback;（6）Pay attention to the intuitiveness and aesthetics of written feedback;（7）To strengthen the study of professional knowledge and reflect on teaching practice.The second is for students:（1）to communicate and interact with teachers;（2）Attach importance to and deal with the feedback of writing given by teachers;（3）Learning objectives should be continuously clarified through written feedback from teachers.The third is for the teaching of Chinese as a foreign language:（1）Pay attention to the research on the new characteristics of writing feedback;（2）To strengthen the training of teacher composition correction;（3）It is suggested that the field of Teaching Chinese as a foreign language should explore more feedback modes of writing,such as peer review and multi-draft writing.It is hoped that this study can help novice teachers of Chinese as a foreign language improve the efficiency of written feedback,maximize the effect of written feedback,and guide students to make better use of teachers’ written feedback to constantly improve their Chinese writing level.