漢語作為第二語言的書面糾正回饋：准教師與資深教師的比較

在漢語作為第二語言教學中, 書面糾正回饋對於提高二語學生的語言及寫作能力具有重要作用。本文以越南二語學生的中文作文為例, 邀請漢語作為第二語言教學專業的本科生 (准教師) 和年資超過十年的資深教師分別對每篇作文進行批改, 並對此進行質性和量化的實證研究。橫向比較越南學生作文原文、准教師批改版和資深教師批改版, 我們一方面可以瞭解越南二語學生寫作中常出現的問題, 另一方面也可以分析准教師與資深教師在提供書面糾正回饋時的差異。研究結果顯示准教師批改存在過度修改、改變原意和文采變淡等三類問題。本文進一步針對這三類問題設計網上問卷, 廣邀准教師和前線教師選出各題更優的書面糾正回饋方式。從問卷結果來看, 教學經驗和教學對象 (母語學生或是二語學生) 都會影響問卷答題者的選擇。本文的研究對於漢語作為二語的寫作和對於國際漢語師資培訓皆有借鑒意義。
Written corrective feedback (WCF) can enhance learners of Chinese as a second language (CSL) to improve their Chinese writing skills. This study collected Chinese essays written by Vietnam CSL learners as baseline writing samples. A group of preservice CSL teachers from an undergraduate programme and a group of senior CSL teachers with more than 10-year teaching experience were invited to provide WCF to the abovementioned writing samples. Both versions of WCF were compared in qualitative and quantitative approaches. The results of this study helped to identify the writing problems encountered by Vietnam CSL learners. In addition, this study indicated the WCF differences between preservice teachers and senior teachers. Our empirical data showed that WCF by preservice teachers tends to have the following three problems: (1) hyper-correction; (2) changed meaning; (3) reduced expressiveness. An online survey among preservice and frontline teachers was carried out to address these three problems, which received 118 responses. Data analyses of the survey indicated that the participants’ teaching experience and targeted learners (CSL or native Chinese) influence their choices of preferred WCF. The analyses of the WCF and the survey led to insightful perspectives on both CSL writing and CSL teacher training. Copyright © 2024 Walter de Gruyter GmbH, Berlin/Boston.