TY - JOUR
T1 - “No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia
AU - Li, Xinxin
AU - Huang, Hui
N1 - Publisher Copyright:
© 2017 ACADEMY PUBLICATION.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2017
Y1 - 2017
N2 - Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
AB - Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
KW - Chinese as L2
KW - Corrective feedback
KW - Secondary Chinese language classroom
UR - http://www.scopus.com/inward/record.url?scp=85105660299&partnerID=8YFLogxK
U2 - 10.17507/jltr.0806.02
DO - 10.17507/jltr.0806.02
M3 - Article
AN - SCOPUS:85105660299
VL - 8
SP - 1032
EP - 1040
JO - Journal of Language Teaching and Research
JF - Journal of Language Teaching and Research
SN - 1798-4769
IS - 6
ER -