本文選題：教師糾錯(cuò)　切入點(diǎn)：同伴糾錯(cuò)　出處：《浙江大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：目前,對(duì)外漢語教學(xué)的糾錯(cuò)策略大多都是圍繞教師糾錯(cuò)展開的,而忽略了同是課堂重要活動(dòng)的同伴糾錯(cuò)。語音教學(xué)是對(duì)外漢語教學(xué)的難點(diǎn),如何提高學(xué)生的語音水平,一直是研究者關(guān)注的焦點(diǎn)。本文對(duì)初級(jí)階段的口語課堂進(jìn)行了一項(xiàng)實(shí)證研究,探討了“同伴糾錯(cuò)性反饋”對(duì)學(xué)生語音水平的影響。具體而言,本論文試圖回答以下三個(gè)問題： 1.同伴糾錯(cuò)性反饋對(duì)學(xué)生語音學(xué)習(xí)是否有促進(jìn)作用? 2.學(xué)生對(duì)同伴糾錯(cuò)性反饋的態(tài)度如何? 3.學(xué)生之間是通過哪些方式糾錯(cuò)的? 本實(shí)驗(yàn)為期8周,在浙江大學(xué)國際教育學(xué)院進(jìn)行。被測(cè)是一年級(jí)兩個(gè)平行班的學(xué)生(實(shí)驗(yàn)班,18人；控制班,17人)。實(shí)驗(yàn)前,對(duì)兩個(gè)班進(jìn)行了前測(cè),結(jié)果顯示兩個(gè)班學(xué)生的語音水平無明顯差異。實(shí)驗(yàn)過程中,控制班只采用“教師糾錯(cuò)”糾正學(xué)生的語音錯(cuò)誤；實(shí)驗(yàn)班則采用“教師糾錯(cuò)”+“同伴糾錯(cuò)”的方式。在此過程中,筆者對(duì)兩個(gè)班進(jìn)行了兩次課堂錄音。實(shí)驗(yàn)結(jié)束后,兩個(gè)班的學(xué)生都接受了后測(cè)。另外,實(shí)驗(yàn)班的學(xué)生還進(jìn)行了問卷調(diào)查和學(xué)生訪談。 研究表明,實(shí)驗(yàn)班和控制班的學(xué)生成績都得到了顯著提高,說明兩種糾錯(cuò)方式都能促進(jìn)學(xué)生的語音習(xí)得。但是,實(shí)驗(yàn)班的成績遠(yuǎn)遠(yuǎn)高于控制班,這表明,“教師糾錯(cuò)+同伴糾錯(cuò)”的方式更加有效,同時(shí)也證明了“同伴糾錯(cuò)性反饋”能促進(jìn)學(xué)生的語音學(xué)習(xí)。另外,絕大多數(shù)學(xué)生都對(duì)同伴糾錯(cuò)持肯定態(tài)度,認(rèn)為同伴糾錯(cuò)很有幫助。在糾錯(cuò)過程中,學(xué)生之間通過舉例、重復(fù)、圖片、用西班牙語/英語/漢語等方式來解釋和糾錯(cuò)。 本研究表明“同伴糾錯(cuò)性反饋”能促進(jìn)學(xué)生的語音學(xué)習(xí),在以后的教學(xué)中,可以采用教師糾錯(cuò)為主,同伴糾錯(cuò)為輔的教學(xué)方式,即減輕了教師的負(fù)擔(dān)又激發(fā)了學(xué)生的學(xué)習(xí)熱情。
[Abstract]:At present, most of the error-correcting strategies in teaching Chinese as a foreign language are focused on the teachers' error correction, while ignoring the peer error correction that is also an important activity in the classroom. Phonetics teaching is a difficult point in teaching Chinese as a foreign language, and how to improve the students' phonetic level. This paper makes an empirical study on the effect of peer error-correcting feedback on students' phonetic proficiency. In particular, this thesis attempts to answer the following three questions:. 1. Does peer error correction feedback promote students' phonological learning? 2. What is the attitude of students to peer error-correcting feedback? 3. How do students correct errors among themselves? The experiment lasted 8 weeks and was conducted at the School of International Education, Zhejiang University. The students in two parallel classes (18 students in the experimental class and 17 students in the control class) were tested before the experiment. The results showed that there was no significant difference in pronunciation level between the two classes. During the experiment, the control class only used "teacher error correction" to correct students' phonetic errors, while the experimental class adopted "teacher error correction" and "peer error correction". The two classes were recorded twice. After the experiment, the students of the two classes received the post-test. In addition, the students in the experimental class also conducted a questionnaire survey and student interviews. The results of the study show that both the experimental class and the control class have achieved significant improvement, indicating that both methods of error correction can promote the students' phonetic acquisition. However, the results of the experimental class are far higher than those of the control class. This shows that the "teacher error-correcting peer correction" approach is more effective, and it also proves that "peer error-correcting feedback" can promote students' phonetic learning. In addition, most students have a positive attitude towards peer error correction. In the process of error correction, students explain and correct errors through examples, repetition, pictures, Spanish / English / Chinese and so on. This study shows that "peer error correction feedback" can promote students' phonetic learning. Not only lighten the burden of teachers, but also stimulate the enthusiasm of students.
【學(xué)位授予單位】：浙江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 葛虹宇;;高職高專院校英語口語課堂糾正性反饋實(shí)驗(yàn)研究[J];青年文學(xué)家;2013年10期

相關(guān)碩士學(xué)位論文 前3條

1 趙立博;漢語正音課研究[D];黑龍江大學(xué);2012年

2 費(fèi)瑤;初中英語語法教學(xué)中學(xué)習(xí)者假設(shè)修正意識(shí)的培養(yǎng)[D];上海師范大學(xué);2012年

3 劉碧心;對(duì)泰漢語聲母糾偏教學(xué)對(duì)策實(shí)驗(yàn)研究[D];北京大學(xué);2013年

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本文編號(hào)：1569267