https://j.ideasspread.org/index.php/ilr <p>International Linguistics Research (ILR) is an international, double-blind peer-reviewed, open-access journal published by <span lang="EN-US">IDEAS SPREAD INC</span>. The journal encourages submission in but not limited to subjects of linguistics, including theoretical linguistics, descriptive linguistics and applied linguistics. In addition to the broad area of language research, the creative approaches to language learning and teaching are also involved, leading linguistics to a higher level of cognitive development. The linguistic research contributes to cooperation of people groups throughout the world. Abundant and professional resources of linguistics are needed to meet a wide and infinitely varied range of communicative goals. From this perspective, the journal aims to improve the communicative power of the language and consolidate the national language communicative tool available to speakers. International Linguistics Research (ILR) also provides the opportunities for sharing the resources among members of the academic community. <br>The journal is published in both print and online versions. The online version is free access and download.</p> en-US <p>Copyright for this article is retained by the author(s), with first publication rights granted to the journal.<br>This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).</p> ilr@ideasspread.org (Sarah Lane) service@ideasspread.org (Technical Support) Wed, 06 Jan 2021 14:51:14 +0800 OJS 3.1.0.0 http://blogs.law.harvard.edu/tech/rss 60 https://j.ideasspread.org/index.php/ilr/article/view/779 <p>By conducting an on-line questionnaire survey, the article compared 97 international students’ views with 23 Chinese teachers’ practices on 8 issues in corrective feedback (CF) in teaching Chinese to speakers of other languages (TCSOL). Results revealed that students’ views and teachers’ practices conformed to each other in <em>cognition of committing verbal errors</em>, and in <em>whether to correct;</em> that they were mostly incongruent with each other in <em>what to correct; </em>that they were congruent with each other in <em>peer correction</em>, but not in <em>teachers’ correction</em> or <em>self-correction; </em>that they coincided with each other in <em>indirect </em>correction, but not in<em> direct</em> one, nor in <em>immediate </em>correction or the <em>maximum correction frequency</em> in one class; and that CF mainly generated <em>positive psychological effects and better learning </em>on students, but its pedagogical efficacy was not evidently approved by the teachers. This research aimed at gaining a deeper insight into the effectiveness of CF in TCSOL to improve the quality of TCSOL.</p> Liqin Wu, Yong Wu, Xiangyang Zhang ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://j.ideasspread.org/index.php/ilr/article/view/779 Wed, 06 Jan 2021 00:00:00 +0800