The Comparative Study On The Effects Of Recast And Scaffolding Feedback In Primary Grammar Class Of Teaching Chinese As A Second Language

In recent years,corrective feedback has attracted much attention in the field of second language teaching at home and abroad.And scaffolding feedback based on sociocultural theory has gradually come into the vision of researchers.Teaching Chinese as a Second Language(TCSL)is an important part of the field of second language teaching.But the discussion of corrective feedback about TCSL is still rare,and scaffolding feedback research is even less.In this teaching experiment,the subjects are 90 Indonesian learners from the National University of Surabaya who have primary Chinese proficiency.They were divided into two groups of 45 people each.The comparative experiment of recast and scaffolding feedback in primary Chinese grammar teaching needs 4 class hours for each group.In order to more comprehensively investigate the characteristics and effects of these two feedback methods in the experimental context,the research methods were combined with comparison and observation.The paper is divided into five parts.The first part is the introduction,which mainly introduces the reason of selecting the topic,the research object,the theoretical basis,the research status and the research method.The second part is the experimental design,which focuses on the introduction of grammar items,pre-test of grammar items,teaching of grammar items and post-test of grammar items.The third part is the experiment development,mainly discusses the experimental materials,experimental progress and the phenomenon observed in the class.The fourth part is the analysis of the experimental results,which analyzes the influence of recast and scaffolding feedback on Chinese acquisition based on the data collected in the experiment.The fifth part is the experiment reflection.Based on the observation of the experiment and the grasp of the conclusion,it discusses the reasons why the two feedback methods produce effects and present differences as well as the enlightenment to Chinese elementary grammar teaching.Finally,the conclusion part simply summarizes the process and results of the comparative study on the teaching effects of recast and scaffolding feedback,and points out the problems and shortcomings of this study.The development of the comparative experiment shows that both recast and scaffolding feedback can promote learners’ Chinese grammar acquisition,but scaffolding feedback is more effective.And the observation found that the two feedback methods have their own characteristics,which may be advantages or disadvantages for the primary grammar class of TCSL.Therefore,when selecting corrective feedback strategies,Chinese teachers should not only pay attention to their practical effects,but also need to further understand the characteristics of various feedback methods.At the same time,Chinese teachers also need to constantly enhance their understanding of their learners,and adjust and improve their corrective feedback strategies according to the characteristics of their own Chinese classes.