眾所周知,語音對(duì)語言學(xué)習(xí)非常重要。隨著人們對(duì)語言交際功能認(rèn)識(shí)的不斷完善和交際教學(xué)法的日益盛行,語音教學(xué)的重要性越來越備受關(guān)注。然而,由于影響語音學(xué)習(xí)因素的多樣性和復(fù)雜性,使得語音教學(xué)一直以來都是語音教學(xué)的薄弱環(huán)節(jié)。如何通過課堂教學(xué),提高學(xué)生運(yùn)用語音知識(shí)參與交際的能力,長(zhǎng)期以來成為許多語言工作者探索的問題。近年來,同伴互評(píng)在語音學(xué)習(xí)中的應(yīng)用取得了重大突破。許多研究者對(duì)同伴對(duì)語音的反饋?zhàn)隽舜罅康难芯?研究證明,同伴互評(píng)對(duì)學(xué)習(xí)者有諸多益處,對(duì)不同語言水平的學(xué)生具有普遍適用性,在語言學(xué)習(xí)中發(fā)揮重要作用。這些研究證明了同伴反饋的效果,例如減少了學(xué)生的發(fā)音問題。然而,針對(duì)語音互評(píng)的反饋意見的研究很少,和從學(xué)生二語水平出發(fā)進(jìn)行的同伴互評(píng)過程研究還非常有限,尤其是在復(fù)雜語音學(xué)習(xí)中,不同語言水平的學(xué)生能否在互評(píng)中給予相互有價(jià)值的反饋還是未知數(shù)�；诖�,本研究以英語專業(yè)語音互評(píng)的錄音、錄音文本和同伴反饋評(píng)語為語料,基于同伴互評(píng)內(nèi)容分析框架來探討英語專業(yè)學(xué)生語音同伴反饋的特點(diǎn),以及分析高水平和低水平語音學(xué)習(xí)者之間的差異,希望為后續(xù)同伴互評(píng)培訓(xùn)提供佐證,為同伴互評(píng)在我國(guó)語音教學(xué)中的應(yīng)用和研究的深入開展提供數(shù)據(jù)... 

【文章來源】：廣東外語外貿(mào)大學(xué)廣東省

【文章頁數(shù)】：77 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Research Questions
    1.4 Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Research Rationale
        2.1.1 Collaborative Learning Theory
        2.1.2 Vygotsky’s Concept of the zone of Proximal Development
    2.2 Research on Peer Feedback
        2.2.1 Definition of Peer Feedback
        2.2.2 Significance and Application of Peer Feedback
        2.2.3 Peer Feedback in Teaching and Learning English Pronunciation
        2.2.4 Research on Peer Feedbacks Analysis
CHAPTER THREE RESEARCH DESIGN
    3.1 Research Questions
    3.2 Subjects
    3.3 Research Instruments
    3.4 Implementation
    3.5 Data Collection and Analysis
CHAPTER FOUR DATA AND ANALYSIS
    4.1 The Verification of Reliability and Validity of Peer Feedback
        4.1.1 The Verification of Reliability of Peer Feedback
        4.1.2 The Verification of Validity of Peer Feedback
    4.2 Analysis of Features of Peer Feedbacks
    4.3 Correlation Analysis of Language Ability and Peer Feedback
        4.3.1 Descriptive Statistics of Foreign Language Ability
        4.3.2 Analysis of Peer Feedback on Segmental and Suprasegmental Features
        4.3.3 Correlation Analysis of Language Ability and Peer Feedback
CHAPTER FIVE DISCUSSION
    5.1 Subjects’peer feedback on pronunciation
    5.2 Other findings in the study
CHAPTER SIX CONCLUSION
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D



本文編號(hào)：3410104