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Corrective feedback is the main content of interaction feedback in Chinese classroom, and it has a promotion effect on the acquisition of language. However, many scholars both hold different views at home and abroad. Some people think that corrective feedback is helpful to the acquisition of the second language, especially restatement as the main means of feedback can cause the attention of language learners, to promote the acquisition of language learning. Other scholars believe that corrective feedback is not helpful to language acquisition, and learners will ignore the repetition of the mother tongue when they use the second language exchange, so restatement is not much promotion for the learning of the second language. Based on this, this paper presents an analysis model of correction feedback in classroom interaction, and constructs the framework system of feedback test. Finally, the use of subject teaching experiment and laboratory test methods makes a deep analysis on the correction feedback effect of Chinese classroom teachers. Through the research, we find that corrective feedback is helpful to Chinese learning, especially the restatement is helpful to the study of second language acquisition, so they should as much as possible the use of corrective feedback types when the teachers in the classroom meet students' mistakes, to improve the effect of classroom teaching. Introduction Since the last century 80's, the classroom interaction has become the focus of teaching research. Through the study of second language acquisition, scholars have found that the negotiated interaction between native speakers and non-native speakers has a significant effect on the learning and development of language [1-3]. The long proposed the interaction hypothesis in 1983, claiming that the classroom interaction will help to improve the second language acquisition, and suggestive proposed that corrective feedback was interactive learning a very good method [4,5]. Corrective feedback is an important aspect of classroom interaction, which is not only a kind of essential interactive behavior, but also is the highest frequency of use in the classroom feedback type. Therefore, corrective feedback is the key content of the two language teaching research, which has important significance for the study of its development. Chinese Classroom Interactive Corrective Feedback Test Method Whether corrective feedback can be effective in second language acquisition, many experts and scholars both have done some research at home and abroad, some scholars have doubts about corrective feedback [6-8]. For example, Chaudron research in 1986 showed that corrective feedback seldom appear the interaction between native and non-native speakers; In 1995, a survey by Roberts showed that most of the students could not pay attention to the teacher's feedback in the Japanese class, and they did not understand own mistakes indicated by teachers in the feedback [9-10]. In order to further study the effect of corrective feedback in Chinese classroom interaction, this paper carries out a large number of teaching experiments and tests on the Chinese acquisition, and the measurement process is shown in Figure 1. 3rd International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2015) © 2016. The authors Published by Atlantis Press 424

Study on the Acquisition Analysis of Corrective Feedback in Chinese Classroom Interaction