A Study On Error Correction Feedback In A Comprehensive Online Classroom Of Elementary Chinese As A Foreign Language

In the process of learning a second language,students inevitably deviate from the rules of using the target language and make various types of errors.The author conducted a ten-month live online teaching program at a Chinese teaching institution in Singapore,and encountered problems such as students’ unresponsiveness to the teacher’s error correction and the occurrence of errors even after correction.Because of the issues related to students’ portrait rights,this thesis uses the transcription of the audio recordings of a comprehensive online classroom for beginners in Chinese as a foreign language to organize and analyze the corpus,examine the characteristics of the error correction methods used by the teacher in the classroom,examine the students’ understanding and response,and identify problems and make corresponding suggestions in order to promote the smooth implementation of online teaching.The main research components of this thesis are as follows:The introductory section first introduces the background and significance of this thesis,followed by a review of the research on classroom error correction feedback from the foreign second language community,the domestic English community,and the Chinese as a Foreign Language community,respectively.Finally,the research methodology of this thesis is explained.Chapter 1 provides an overview of error correction feedback,firstly,clarifies the concept of error correction feedback,and secondly,introduces the theories of error correction feedback that provide the theoretical support for this study.Chapter 2 investigates and organizes the data collected,and provides preliminary statistics on the types of students’ errors,teachers’ corrective feedback,and students’ understanding responses.It is found that students’ errors in the classroom are mainly phonological,lexical,grammatical,and Chinese characters;teachers use various forms of feedback to correct errors in teaching;and students’ responses to teachers’ different error-correcting feedback methods in the classroom are different.Chapter 3 analyzes the actual situation of classroom error correction feedback,the use of different types of errors and error correction methods,and the relationship between classroom error correction feedback and students’ comprehension responses,based on data.Through the analysis,I found that teachers gave corrective feedback to most of the errors,among which the most corrective feedback was given to phonological errors,and the most frequently used corrective feedback method was repetition.Chapter 4 analyzes the problems and causes of error correction feedback in elementary integrated online classrooms,and finds that there is a large difference in the frequency of different error correction methods,a low correction rate of learners,and the main body of error correction is still the teacher,while factors such as student aspects and network equipment are the causes of the problems.Chapter 5 provides some pedagogical suggestions for teachers’ error correction feedback.The concluding section summarizes the whole thesis and points out the innovations and shortcomings of this thesis.