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ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was

ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was undertaken to fill the research gap by focusing on teachers'written feedback. Student data from surveying 38 students was interpreted with teacher data gained from interviewing three teachers. The findings indicate that teacher written feedback, which occurred in a multiple-draft writing cycle, generally accorded with recommended feedback principles. Students responded favorably to teacher written feedback. The results also reveal discrepancies between teachers' feedback practices and student perceptions of and preferences regarding teacher feedback. The results show that students wanted more written comments from teachers, though most teachers didn't prioritize written comments. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students are interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjuncture are also discussed in the study. The study concludes that it is important for teachers to be aware of student attitudes and expectations regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback. Pedagogical implications are included in the paper in the hope of shedding light on the development of effective and helpful teacher feedback.
ContributorsChen, Jinglin (Author) / Spring, Madeline (Thesis advisor) / Oh, Young (Committee member) / West, Stephen (Committee member) / Arizona State University (Publisher)
Created2012
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Description
This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of

This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback.
ContributorsDong, Zhixin (Author) / Spring, Madeline K. (Thesis advisor) / West, Stephen (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2012
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Description
My study centers on the novel Katakiuchi Kidan Jiraiya Monogatari (1806-1807) by Kanwatei Onitake (1760-1818). Jiraiya Monogatari was the first literary reading book to be adapted for the kabuki stage. It was also the prototype on which Mizugaki Egao, Kawatake Mokuami, Makino Shouzou; and others based their bound picture books,

My study centers on the novel Katakiuchi Kidan Jiraiya Monogatari (1806-1807) by Kanwatei Onitake (1760-1818). Jiraiya Monogatari was the first literary reading book to be adapted for the kabuki stage. It was also the prototype on which Mizugaki Egao, Kawatake Mokuami, Makino Shouzou; and others based their bound picture books, kabuki, and films. The tale is composed of two revenge incidents, both of which have the same structural framework and are didactic in tone. In my study, I analyze the two revenge incidents by examining their narrative structures. Each incident has the same three-act structure: setup, confrontation, and resolution. The setup of each revenge incident introduces the main characters and their relationships and establishes the dramatic vehicle, which is an unexpected incident that sets the revenge in motion. The confrontation contains myriad non-linear inserts, plot twists, and reversals of fortune, all of which have the effect of a narrative delay. This prolongation of the outcome of a simple revenge plot allows readers the necessary space in which they can form their own judgments regarding good and evil and consider karmic cause and effect. The resolution, including the climax as well as the ending of the revenge, demonstrates the didactic notion of punishing evil and karmic effect. The two revenge incidents embody two rules, kanzen chouaku and inga, which together highlight the didacticism of Jiraiya monogatari.
ContributorsZhang, Jin (Author) / Creamer, John (Thesis advisor) / West, Stephen (Committee member) / Chambers, Anthony (Committee member) / Arizona State University (Publisher)
Created2012