Abstract—The study adopts a systematic review and metaanalysis
approach to summarize the qualitative research on
corrective feedback and to discuss the application and effect of
corrective feedback under different conditions in Teaching
Chinese as a Second Language in the classroom setting. Data
mining was conducted from 2006 to 2020 based on the database
of CNKI and Google Scholar and analyzed by a systematic
review and meta-analysis. There are a total of 20 articles, 18
master's degree thesis and 2 journal papers were involved based
on the selection criteria. The use distribution and correction
effect of different feedback methods are integrated. The
correlation of another five factors (error type, teaching link,
language proficiency, research setting, individual factors of
teachers and students) was established. Several conclusions
were drawn: (a)Error types, teaching links, language
proficiency and research setting will all affect the utilization
rate and repair rate of corrective feedback, and their influence
decreases successively. (b)The response rate and self-repair rate
of implicit feedback are higher than that of explicit feedback.
(c)Prompts (especially metalinguistic clues and elicitation) is
most conducive to learners’ self-correction, so as to promote
their Chinese acquisition. (d)The utilization rate of recast is the
highest, but its repair rate is much lower. (e)The utilization rate
of repetition is the lowest, but response and repair rate is high.
(f)The feedback rate to clarification is high but the rate of
correction is low. (g) Metalinguistic clues are most likely to
trigger learners’ anxiety, while recast can effectively reduce
anxiety.
Index Terms—Corrective feedback, feedback type, teaching
Chinese as a second language, uptake.
Xinxin Geng is with Hebei Normal Univ.ersity, China (e-mail:
15830012170@163.com).
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Cite:Geng Xinxin, "Research on the Role of Corrective Feedback in Teaching of Chinese as a Second Language: A Systematic Review and Meta-Analysis," International Journal of Languages, Literature and Linguistics vol. 8, no. 2, pp. 121-125, 2022.