Based on the theoretical basis of corrective feedback, this study takes Rayong Guanghua School in Thailand as an example to investigate the influence of corrective feedback on acquisition in the international Chinese language education speaking classroom, using questionnaire survey, experimental method and data analysis method. By reviewing relevant literature at home and abroad, the current status of corrective feedback research at home and abroad was clarified. Regarding the research on corrective feedback in second language acquisition, foreign research topics focus on the effectiveness of different feedback methods, different forms of corrective feedback, the comparison of explicit and implicit feedback methods, the effects of different feedback forms on explicit and implicit knowledge acquisition, the comparison of the effects of feedback timing (immediate feedback and delayed feedback) and the effects of different feedback strategies on cognitive ability. The study of the effects of feedback timing (immediate vs. delayed feedback) and the effects of different feedback strategies on cognitive ability. The research on corrective feedback in the Chinese language teaching community is also rich in different perspectives, and the research on corrective feedback at home and abroad provides a reference with theoretical and practical implications for the international Chinese language education community. Most of these studies are based on the teacher's perspective, and although some studies have conducted questionnaires with students, there are few empirical studies that actually incorporate students' opinions into corrective feedback. The questionnaires were used to find out about corrective feedback in the Chinese classroom at Rayong Guanghua School in Thailand, including the clarity and attitude of Chinese teachers towards corrective feedback, whether teachers refer to the learners' personal profile (Chinese level, type of error, age, gender, personality, preferences, etc.) before giving corrective feedback, and teachers' assessment of students' understanding, immediate correction and delayed correction after corrective feedback. The survey was conducted in conjunction with theoretical research. The survey was combined with theoretical research to compare and analyse the problems and shortcomings of corrective feedback in the school's Chinese classroom. The two groups of teachers used different modes of corrective feedback strategies to address students' errors in the classroom. The experimental group was to have students choose the three corrective feedback strategies they preferred, and teachers would use students' preferred feedback methods to provide corrective feedback. The reference group was the authentic Chinese speaking classroom, where the teacher decided the corrective feedback strategy on her own without consulting the students. This study focuses on the correction of students' speaking errors and the quality of speaking tests under the two modes, and conducts a comparative analysis of the distribution of learners' errors, comprehension responses and corrections under the two feedback modes to investigate the effectiveness and differences between the two feedback modes on students' speaking acquisition from different stages of the test, so as to make an argument that teachers' use of students' preferred corrective feedback mode is more helpful to Chinese language acquisition. As the Chinese classroom environment is complex and changing, teachers should actively communicate with students and listen to their opinions. With a relaxed atmosphere and a strong sense of student autonomy in the Thai classroom, teachers should choose the corrective feedback mode preferred by students in response to the actual situation of errors, and should also pay attention to students' comprehension and immediate correction, and lead or guide students in immediate revision in conjunction with the law of forgetting to improve the efficiency of feedback. This will accelerate the development of the mediated language and facilitate the acquisition of spoken Chinese.
本研究基于纠正性反馈的相关理论基础，以泰国罗勇光华学校为例，探究国际中文教育口语课堂中纠正性反馈对习得的影响，研究方法采用问卷调查法、实验法和数据分析法。通过查阅国内外相关文献，明确国内外纠正性反馈研究现状。关于二语习得中纠正性反馈的相关研究，国外研究主题主要聚焦于不同反馈方式的有效性研究、不同形式的纠正性反馈研究、显性反馈方式与隐性反馈方式对比研究、不同反馈形式对显性和隐性知识领会的影响、反馈时机（即时反馈与延时反馈）效果对比研究与不同反馈策略对认知能力的影响等。中国外语教学界关于口语纠正性反馈不同视角下的研究也比较丰富，国内外关于纠正性反馈的相关研究为国际中文教育界的研究提供了具有理论及实践意义的参考。中国国内关于纠正性反馈的研究主要集中在纠正性反馈有效性和不同反馈方式效果对比研究等，且大部分研究基于教师角度，尽管有一些研究会对学生展开问卷调查，但真正将学生意见融入到纠正性反馈的实证研究并不多见。通过问卷调查，了解泰国罗勇公立光华学校中文课堂纠正性反馈情况，包括中文教师对纠正性反馈的明晰度和态度、教师进行纠正性反馈前是否会参考学习者的个人综合情况（中文水平、偏误类型、年龄、性别、性格、喜好方式等）、教师对纠正性反馈后学生理解回应、即时修正及延时修正评估情况。并结合相关理论研究对调查情况进行对比分析，总结该校中文课堂中纠正性反馈存在的问题和不足。结合国内外研究现状及泰国罗勇公立光华学校中文口语课堂情况，设计教学实验，针对学生口语课堂中的偏误，两组教师采用不同模式的纠正性反馈策略，实验组是由学生自主选择较喜欢的3种纠正性反馈策略，教师将采用学生喜欢的反馈方式进行纠正性反馈；参照组是汉语真实口语课堂，即教师不征求学生意见，自主决定纠正性反馈策略。本研究重点考察两种模式下学生口语偏误的修正情况与口语测试质量，并对两种反馈模式下学习者的偏误分布、理解回应情况、修正情况等进行对比分析，从测试的不同阶段探究两种反馈模式对学生口语习得的有效性及差异，从而进行论证教师使用学生喜欢的纠正性反馈方式更有助于中文习得。中文课堂教学环境是复杂多变的，教师应当积极与学生沟通，听取学生意见，泰国课堂氛围轻松，学生自主意识较强，教师应针对偏误实际情况选择学生较喜欢的纠正性反馈方式，同时也应该关注学生的理解回应情况和即时修正情况，并结合遗忘规律带领或引导学生即时复习，提高反馈效率，从而加速中介语发展，促进中文口语习得。
