Study on the Acquisition Analysis of Corrective Feedback in Chinese Classroom Interaction

DOI

10.2991/icemaess-15.2016.95How to use a DOI?

Keywords

4G technology, English education, Android system, Interactive, Micro learning.

Abstract

Corrective feedback is the main content of interaction feedback in Chinese classroom, and it has a promotion effect on the acquisition of language. However, many scholars both hold different views at home and abroad. Some people think that corrective feedback is helpful to the acquisition of the second language, especially restatement as the main means of feedback can cause the attention of language learners, to promote the acquisition of language learning. Other scholars believe that corrective feedback is not helpful to language acquisition, and learners will ignore the repetition of the mother tongue when they use the second language exchange, so restatement is not much promotion for the learning of the second language. Based on this, this paper presents an analysis model of correction feedback in classroom interaction, and constructs the framework system of feedback test. Finally, the use of subject teaching experiment and laboratory test methods makes a deep analysis on the correction feedback effect of Chinese classroom teachers. Through the research, we find that corrective feedback is helpful to Chinese learning, especially the restatement is helpful to the study of second language acquisition, so they should as much as possible the use of corrective feedback types when the teachers in the classroom meet students' mistakes, to improve the effect of classroom teaching.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - XueHui Wu
PY  - 2015/12
DA  - 2015/12
TI  - Study on the Acquisition Analysis of Corrective Feedback in Chinese Classroom Interaction
BT  - Proceedings of the 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science
PB  - Atlantis Press
SP  - 424
EP  - 428
SN  - 2352-5398
UR  - https://doi.org/10.2991/icemaess-15.2016.95
DO  - 10.2991/icemaess-15.2016.95
ID  - Wu2015/12
ER  -