The Investigation And Research On Corrective Feedback Of Novice Teachers In Intermediate And Advanced Comprehensive Classes

Corrective feedback is not only an important mechanism of second language acquisition,but also a common teaching method in teaching Chinese as a foreign language.The development of teachers’ corrective feedback behavior has an important influence on the correction errors and the acquisition of correct forms of L2 learners.After observing the comprehensive classes of middle and advanced language preparatory students from Nanjing University of Finance and Economics,this paper interviewed four novice teachers involved in the classroom observation,conducted a questionnaire survey among all 59 students in the middle and advanced classes,and combined with the subjective attitude of novice teachers and students.This paper analyzes the corrective feedback behavior of novice teachers from the three links of classroom corrective feedback(that is,learners’ errors,teachers’ corrective feedback methods,learners’ understanding response and correction).In terms of feedback rate to students’ errors,research shows that: Novice teachers in intermediate classes have the highest feedback rate for vocabulary errors;Novice teachers in advanced classes have the highest feedback rate for grammatical errors of students;Novice teachers in intermediate and advanced classes have a high tolerance for phonetic errors.Regarding the choice of correction methods,research shows that novice teachers in middle and advanced classes use the method of restatement the most;When correcting students’ phonetic errors,novice teachers use explicit corrections and recasting more;Novices teachers use the restatement correction method more often when dealing with students’ vocabulary errors;When dealing with students’ grammatical errors,teachers in the intermediate class use recasting more while teachers in the advanced class use the form of negotiation more;Teachers’ subjective attitudes toward correction methods and actual performance in the classroom are significantly different.In terms of the impact of corrective feedback,research has shown that students in advanced classes generally understand response and correction rates higher than students in intermediate classes;Novice teachers use recasting and explicit corrections to correct students’ phonetic errors that cause most students’ understand responses and corrections;When correcting students’ vocabulary and grammatical errors,the corrective method of the form negotiation type works better;Teachers with different experience values have larger differences in the effect of corrective feedback;Differences in teacher’s ecological degree also restrict corrective feedback an important factor in effectiveness.According to the research,some teaching suggestions are proposed for novice teachers from three aspects: incentives,methods and influences of corrective feedback.I hope to provide reference and suggestions on corrective feedback choices for novice Chinese teachers and language teachers.