Corrective Feedback and Uptake in TeachingChinese as a Second Language Classroom

• Main Authors: Teshan Chen, 陳德珊
• Other Authors: Lizhu Shu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/34268878729614749889

碩士 === 國立暨南國際大學 === 華語文教學研究所 === 102 === The current research explored corrective feedback and uptake in relation to teachers’ teaching experience in teaching Chinese as a second language (CSL) classrooms. Four CSL teachers participated in the study. Of four CSL teachers, two had more than twenty-nine years’ teaching experience, whereas the other two had less than five years’ teaching experience. The classes of these four teachers were observed and recorded. The four teachers were also interviewed individually. One thousand two hundred minutes of lessons were transcribed and analyzed, following Lyster and Ranta’s (1997) corrective feedback analysis model. Results showed that of all the corrective feedback types identified, recasts were most frequently used by all the four teachers. The other types of corrective feedback were rarely used. However, compared with other types of corrective feedback, the recasts generated the least rate of uptake. The implicit corrective nature of recasts could be the account for the lowest rate of uptake. Results also indicated that teachers’ teaching experience played little role in determining the use of the types of corrective feedback.