本文選題：錯誤類型 + 糾正性反饋�。� 參考：《河南師范大學(xué)》2017年碩士論文

【摘要】：在課堂教學(xué)研究中,作為課堂互動重要組成部分的教師糾正性反饋受到越來越多國內(nèi)外學(xué)者的關(guān)注。研究表明,教師采用不同的糾正性反饋方式會引發(fā)學(xué)生不同的回應(yīng),而恰當(dāng)?shù)募m正性反饋方式更易于引起學(xué)生的修正回應(yīng),從而對學(xué)生的二語習(xí)得產(chǎn)生積極的影響。但是,關(guān)于教師針對學(xué)生所犯錯誤而采用的糾正性反饋方式,以及這些糾正性反饋方式對學(xué)生回應(yīng)所產(chǎn)生的影響的相關(guān)研究較少,因此,該論文就這些方面做了進(jìn)一步的調(diào)查、分析和探討。該論文主要回答三個研究問題:(1)針對不同錯誤類型,教師所采用的糾正性反饋方式分別有哪些?(2)學(xué)生對于不同的教師糾正性反饋的回應(yīng)分別有哪些?(3)師生關(guān)于教師糾正性反饋持有怎樣的態(tài)度和看法?本研究對南陽市第一高中的四個班級進(jìn)行了為時一個月的考察,其中高一和高二各兩個班,包括249名學(xué)生和4名英語教師。每個班級觀察9節(jié)課,每節(jié)課40分鐘,共計1440分鐘。通過課堂觀察(以錄音和課堂觀察量表為輔助方式)、問卷調(diào)查和訪談三種研究工具收集數(shù)據(jù),并對數(shù)據(jù)進(jìn)行統(tǒng)計、分析和討論后,得出如下研究結(jié)果:(1)在六種糾正性反饋方式中,教師最常采用的是啟發(fā),其次是明確糾錯和重鑄。對語音錯誤而言,教師傾向于采用明確糾正的方式;對于語法錯誤和詞匯錯誤,教師通常采用啟發(fā)和重鑄兩種糾正性反饋方式;而對于表達(dá)錯誤,教師則經(jīng)常進(jìn)行直接糾正,有時也會采用啟發(fā)的方式。(2)對于教師不同的糾正性反饋方式,學(xué)生的回應(yīng)類型也不同�？傮w而言,元語言反饋最易引起學(xué)生對錯誤的修正,同時重鑄和明確糾錯也能在較大程度上引起學(xué)生的修正;但是啟發(fā)和重復(fù)卻會引發(fā)學(xué)生產(chǎn)生較多的有待修正,甚至是無回應(yīng)。具體就語音錯誤而言,能夠最為有效地引起學(xué)生修正的方式是明確糾錯和重鑄;對于學(xué)生所犯的語法錯誤,能最大程度地引起學(xué)生進(jìn)行修正的方式依次為明確糾錯、元語言反饋和重鑄;針對詞匯錯誤,能有效幫助學(xué)生進(jìn)行修正的反饋方式為重鑄、明確糾錯和重復(fù)。(3)教師和學(xué)生都能夠認(rèn)識到英語課堂中教師對錯誤進(jìn)行糾正性反饋的重要性,尤其對于反復(fù)出現(xiàn)的錯誤,師生均認(rèn)為必須進(jìn)行糾正。對于語法錯誤,教師認(rèn)為應(yīng)經(jīng)常進(jìn)行糾正,并且學(xué)生的觀點與教師一致,同時,大多數(shù)學(xué)生傾向于教師采用重鑄和元語言反饋的方式對此種錯誤進(jìn)行糾正。對于語音錯誤,師生均認(rèn)為明確糾錯是一種十分有效的方式。然而對于表達(dá)錯誤,師生看法在此產(chǎn)生分歧,教師認(rèn)為可以忽視一些表達(dá)錯誤,但部分學(xué)生認(rèn)為此種錯誤應(yīng)該最先得到教師的糾正。另外,訪談結(jié)果表明,教師認(rèn)為除了學(xué)生所犯錯誤類型,教學(xué)目標(biāo)、教學(xué)進(jìn)度和學(xué)生水平也會影響他們對糾正性反饋方式的選擇。
[Abstract]:In the study of classroom teaching, teachers' corrective feedback as an important part of classroom interaction has attracted more and more attention from scholars both at home and abroad. The study shows that teachers' use of different corrective feedback will cause students to respond differently, and appropriate corrective feedback is more likely to cause the students' correction response, thus to students. The two language acquisition has a positive impact. However, there is little research on the corrective feedback methods used by the teachers for the mistakes made by the students and the effects of these corrective feedback on the students' response. Therefore, this paper makes a further investigation, analysis and Discussion on these aspects. The thesis mainly answers three. Research questions: (1) what are the corrective feedback methods used by teachers for different types of errors? (2) what are the responses of students to different teachers' corrective feedback? (3) what are the attitudes and views of teachers and students on Teachers' corrective feedback? This study conducted four classes in the first high school in Nanyang. One month of study, among the two classes of senior one and senior two, including 249 students and 4 English teachers, each class observed 9 classes, each class was 40 minutes, a total of 1440 minutes. Through the classroom observation (with audio and classroom observation scale as the auxiliary way), questionnaire survey and interview three research tools collected data, and the data were statistically analyzed. After analysis and discussion, the results are as follows: (1) in the six corrective feedback methods, teachers often use enlightenment, followed by explicit correction and recasting. For phonetic errors, teachers tend to adopt the way of explicit correction; for grammatical errors and lexical errors, teachers usually adopt two corrective feedback methods. As for the errors of expression, teachers often make direct corrections and sometimes use enlightening methods. (2) for different corrective feedback methods for teachers, students' response types are also different. In general, metalinguistic feedback is the most likely to cause students to correct errors, and recasting and correct correction can also cause students to a greater degree. However, inspiration and repetition may cause students to produce more to be corrected, even without response. In terms of phonetic errors, the most effective way to arouse students' correction is to correct errors and recast; for the grammatical mistakes made by students, the way that the students can maximize the correction is in turn. Errors, metalinguistic feedback and recasting; in terms of lexical errors, corrective feedback can be effectively helped by students to recast, correct error correction and repetition. (3) teachers and students are able to recognize the importance of teachers' corrective feedback in English class, especially for repeated mistakes, teachers and students think it must be corrected. In grammatical errors, teachers think that corrections should be made frequently, and the views of the students are consistent with the teachers. At the same time, most students tend to correct this mistake by means of recasting and metalanguage feedback. For phonetic errors, teachers and students think it is a very effective way to correct mistakes. Opinions are divergent here. Teachers think that some mistakes can be ignored, but some students think that such mistakes should be first corrected by teachers. In addition, the interview results show that teachers think that the types of mistakes, teaching goals, teaching progress and students' leveling will also affect their choice of corrective feedback.

【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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