A Research On International Chinese Teachers’ Recast Behavior Based On Students’ Perspective

Recast,also known as "restatement",is a common implicit error correction feedback method in second language research.In the interaction between teachers and students,on the basis of maintaining the central meaning of the discourse,the teacher reexpresses one or more non-target language(vocabulary,grammar,etc.)in the discourse just said by the learner as a whole or in part.This kind of feedback is called recast.This paper adopts four research methods,namely classroom observation,questionnaire survey,interview and case analysis,focusing on the recast experience of intermediate and advanced level students in the process of Chinese learning,including the use of recast in the process of classroom error correction,the use of recast strategies and its effect,and students’ learning experience in the process of recast.The results show that recast is a very common and important error correction method in middle and advanced Chinese listening and speaking classes.Recast is used much more frequently in intermediate listening and speaking class than in advanced listening and speaking class.The recast in intermediate listening and speaking class is mainly for grammatical errors,while the recast in advanced listening and speaking class is mainly for grammatical and pragmatic errors.Recast error correction process is mostly the whole recast process.In more than half of the recast processes,teachers used recast manifestation strategies such as auditory enhancement strategies.Auditory enhancement strategy is the most commonly used recast manifestation strategy by teachers,among which the intensification strategy is the most frequently used,followed by the adjunctive language strategy.Each recast manifestation strategy brings different experience to students.Among the strategies related to error correction time,recast strategy after the word turn is more likely to gain students’ attention and favor.Among the recast object related strategies,some recast strategies can get more attention and favor from students.The recast process using the strategy of strengthening the intonation only obtains explicit feedback and partial feedback from students in the classroom environment.The strategy of lengthening pitch length and raising pitch is difficult to improve students’ attention to recast.The recast process using concomitant language strategies,visual reinforcement strategies,pauses,and repetition strategies performed well in improving students’ attention level and learning experience.In addition,Chinese learners with different Chinese levels,learning styles,and motivations have different tendencies in metalinguistic feedback and recast and recast strategies.According to the above content,from the perspective of optimizing students’ experience and improving the effectiveness of error correction,this paper puts forward the optimization suggestions of recast manifestation strategy for different students.