Bao Rui, Wang Hui
College of International Culture and Social Development, Zhejiang Normal University, Jinhua, China.
Front Psychol. 2023 Mar 9;14:1112136. doi: 10.3389/fpsyg.2023.1112136. eCollection 2023.
This study reports on the preferences of teachers and students of Chinese as a second language (CSL) for corrective feedback () and the reasons underlying their preferences. Data was collected from 328 students and 46 teachers through a questionnaire and interviews, and the results showed that CSL students had a strong overall preference for explicit correction and metalinguistic clues, while teachers favored recasts. Moreover, students and teachers significantly varied in their preferences for metalinguistic clues, explicit correction, and clarification requests across error types. A difference was also identified in recasts regarding phonological and lexical errors. Explanations for these variations are attributed to the characteristics of the Chinese language, learner proficiency, teachers' entrenched beliefs in teaching, and the features of some given types. Additionally, the interview data also revealed the different reasons that teachers and students consider when it comes to provision. Finally, pedagogical implications for language teachers are discussed.
本研究报告了汉语作为第二语言（CSL）的教师和学生对纠正性反馈的偏好及其偏好背后的原因。通过问卷调查和访谈收集了328名学生和46名教师的数据，结果表明，CSL学生总体上强烈偏好明确纠正和元语言线索，而教师则青睐重铸。此外，学生和教师在对不同错误类型的元语言线索、明确纠正和澄清请求的偏好上存在显著差异。在重铸语音和词汇错误方面也发现了差异。这些差异的原因归因于汉语的特点、学习者的熟练程度、教师根深蒂固的教学观念以及某些特定错误类型的特征。此外，访谈数据还揭示了教师和学生在考虑提供纠正性反馈时的不同原因。最后，讨论了对语言教师的教学启示。
