【摘要】：教師的糾錯是教師在課堂上與學(xué)生互動的有效工具,深刻影響著學(xué)生語言的輸入與輸出,而學(xué)習(xí)者對英語課堂糾錯行為的態(tài)度對學(xué)習(xí)者的語言習(xí)得及課堂教師教學(xué)效果的提高起著非常重要的作用。初中階段是學(xué)生學(xué)習(xí)英語的重要時期,是培養(yǎng)學(xué)生學(xué)習(xí)興趣的關(guān)鍵階段,學(xué)習(xí)者對課堂糾錯的態(tài)度對學(xué)生學(xué)習(xí)英語的興趣有一定的影響,目前,中學(xué)階段糾錯的研究存在著眾多不足,初中生對英語課堂糾錯持何種態(tài)度仍是一個值得探討的問題。本研究采用問卷調(diào)查和訪談的調(diào)查方法,研究初中生對英語課堂糾錯的態(tài)度,揭示出英語學(xué)習(xí)不同水平的初中生對英語課堂錯誤糾正的有效性,是否應(yīng)該糾錯,錯誤糾正的時機,錯誤糾正的類型,錯誤糾正的方式,錯誤糾正的主體的態(tài)度,并結(jié)合所調(diào)查得出的態(tài)度,對初中英語一線教師提出課堂糾錯的調(diào)整措施,以及針對在課堂上如何糾錯的一些具有實踐意義的教學(xué)建議。通過研究數(shù)據(jù)分析,得出以下結(jié)論：學(xué)生認為教師應(yīng)該多糾正他們的錯誤,并且大部分學(xué)生認為有錯必糾,高低水平的學(xué)生都認為糾錯對他們的英語學(xué)習(xí)有至關(guān)重要的作用,可以提高他們的英語水平,高水平學(xué)生認為過多的糾錯也不會影響他們的信心,而性格內(nèi)向,自尊心強的部分學(xué)生認為他們的信心會因此受到影響。對于糾錯類型,高水平的學(xué)生認為他們的語法錯誤應(yīng)該多糾正,詞匯以及語用錯誤應(yīng)該少糾正,低水平的學(xué)生認為他們所有的錯誤都應(yīng)該糾正,語音錯誤應(yīng)該少糾正。關(guān)于糾錯時機,高低水平的學(xué)生都認為他們的錯誤應(yīng)該在他們表達完后再糾正。同時,低水平的學(xué)生認為,他們的錯誤應(yīng)該在課后糾正,特別是語法錯誤。對于糾錯主體,高水平的學(xué)生更愿意教師引導(dǎo)下的自我糾錯,低水平的學(xué)生選擇的是教師糾錯,當(dāng)學(xué)生單獨回答問題時,大多數(shù)高水平的學(xué)生選擇的是教師指導(dǎo)下的糾錯,低水平的學(xué)生想要教師糾錯,當(dāng)學(xué)生在小組活動中回答問題時,大多數(shù)高水平學(xué)生選擇的是教師指導(dǎo)下的糾錯,而低水平學(xué)生選擇的是小組成員幫助其糾錯。對于糾錯方式,高水平的學(xué)生選擇的是形式協(xié)商,低水平的學(xué)生選擇的明確糾錯,尤其是詞匯錯誤。綜合所得結(jié)論,教師要正確的對待學(xué)生的錯誤,了解以及重視學(xué)生對待課堂糾錯的態(tài)度。選擇合適的糾錯時機,運用不同的糾錯方式,同時要保護好高低水平尤其是低水平學(xué)生和性格內(nèi)向?qū)W生的的自尊心。在英語課堂的教學(xué)中,滿足不同水平學(xué)生的主要糾錯需要,豐富理論知識,提升糾錯的語言意識。加強課堂操作,提高糾錯的技巧,提倡自我糾錯以及集體糾錯,公平的對待不同水平不同性別學(xué)生的錯誤,由此提高英語課堂糾錯的效果。
[Abstract]:The teacher's error correction is an effective tool for the teacher to interact with the students in the classroom, which deeply affects the input and output of the students' language. Learners' attitude towards error correction in English classroom plays an important role in learners' language acquisition and the improvement of classroom teachers' teaching results. Junior high school is an important period for students to learn English, and it is the key stage to cultivate students' interest in learning. Learners' attitude towards classroom error correction has a certain impact on students' interest in learning English. There are many deficiencies in the research of error correction in middle school, and the attitude of junior high school students towards error correction in English classroom is still a question worth discussing. This study uses questionnaires and interviews to study the attitude of junior middle school students towards error correction in English classroom, and reveals the effectiveness of correction of errors in English classroom by junior high school students with different English learning levels, and whether they should correct errors or not. The opportunity of error correction, the type of error correction, the way of error correction, the attitude of the main body of error correction, and combined with the attitude obtained from the investigation, put forward the adjustment measures of classroom correction for the first-line teachers of junior middle school English. And some practical teaching suggestions on how to correct errors in the classroom. Through the analysis of the research data, the following conclusions are drawn: the students think that teachers should correct their mistakes more, and most students think that errors must be corrected, and the high and low level students all think that error correction is of vital importance to their English learning. High-level students believe that too much error correction will not affect their confidence, while the introverted, self-respecting part of the students believe that their confidence will be affected. For the type of correction, high-level students think that their grammatical errors should be corrected more, vocabulary and pragmatic errors should be less corrected, low-level students should correct all their mistakes, and phonological errors should be corrected less. When it comes to error-correcting opportunities, high-and low-level students think their mistakes should be corrected after they have expressed them. At the same time, low-level students believe that their mistakes should be corrected after class, especially grammatical errors. For error correction subjects, high-level students are more willing to self-correct under the guidance of teachers, low-level students choose teachers to correct errors, when students answer questions alone, the majority of high-level students choose error correction under the guidance of teachers. Low-level students want teachers to correct errors. When students answer questions in group activities, most high-level students choose error correction under the guidance of teachers, while low-level students choose group members to help them correct errors. For error correction, high-level students choose form negotiation, and low-level students choose explicit error correction, especially vocabulary errors. According to the conclusion, teachers should treat students' mistakes correctly, understand and attach importance to students' attitude towards classroom error correction. Choose the right error correction opportunity, use different error correction methods, and protect the self-esteem of high and low level students, especially low-level students and introverted students. In the teaching of English class, we should satisfy the main needs of students with different levels of error correction, enrich the theoretical knowledge, and improve the language consciousness of error correction. Strengthen the classroom operation, improve the error correction skills, advocate self-error correction and collective error correction, treat the errors of students of different levels and sexes fairly, so as to improve the effect of error correction in English classroom.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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