高中英语课堂教师纠错反馈和学生接纳研究

发布时间：2018-05-21 14:28

本文选题：纠错反馈 + 接纳　；参考：《扬州大学》2015年硕士论文

【摘要】：现有的课堂二语习得研究表明,教师话语对学生的目的语学习具有十分重要的作用。作为教师话语的重要组成部分,教师纠错反馈通过鼓励学生积极参与课堂互动来提高学生的目的语输出,通过呈现相关线索帮助学生意识到自身中介语与目的语之间的差异。此外,教师纠错反馈也为学生内化和完善目的语提供了更多的输入信息。然而,在国内,教师反馈话语研究较多关注学生错误和教师纠错之间的关系。迄今为止,针对学生接纳纠错反馈的实证研究则相对较少。基于上述情况,本研究主要探寻高中英语课堂教师纠错反馈与学生接纳的关系,目的在于促进教师和学生之间更好的课堂互动。本研究试图回答以下问题： (1)高中英语课堂中教师纠错反馈和学生接纳的分布情况； (2)高中英语课堂中教师纠错反馈的何种特征会影响学生的即时接纳和修正。本研究通过对两名高中英语教师的课堂观察(共计18小时)和录音,基于Lyster的课堂分析框架(1997),对转写文本进行了分析讨论。研究结果发现： (1)在高中英语课堂中,教师倾向于采用重铸的方式纠正学生的错误,并且教师倾向于重铸学生的语法错误。与重铸相比,学会的接纳更多地出现在形式协商之后,其中,澄清请求引起学生更多的接纳,而启发则引起学生更多的修正。(2)学生倾向于接纳教师的意义协商和语音纠正,并且学生的接纳更多地出现在教师直接纠错之后。此外,修正,即成功接纳,更倾向于出现在教师与学生的多次协商之后。基于以上发现,得出如下课堂教学启示： (1)教师应采用多样化的纠错方式纠正学生的错误,尤其是采用纠错意图明显的方式；应选择澄清请求和启发等形式协商以鼓励学生在课堂中进行自我修正和同伴修正； (2)教师应为学生提供更多解决语言问题的机会和时间,选择更明确、更直接的纠错方法纠正学生的错误；最后,教师应开展丰富多彩的课堂活动以促进学生的目的语输出。总而言之,教师课堂上的纠错反馈对学生的接纳产生了重要的影响。纠错反馈使学生接触到更多的二语输入,促使学生更多地参与课堂互动,引起学生的目的语输出,从而在很大程度上将会提高他们的目的语发展。
[Abstract]:Current studies on second language acquisition show that teacher talk plays an important role in students' target language learning. As an important part of teacher discourse, teacher error-correcting feedback improves students' target language output by encouraging students to actively participate in classroom interaction, and helps students realize the difference between their own interlanguage and target language by presenting relevant clues. In addition, teacher feedback also provides more input information for students to internalize and improve the target language. However, in China, teacher feedback discourse studies focus more on the relationship between students' errors and teachers' correction. So far, there are relatively few empirical studies on students' acceptance of error correction feedback. Based on the above situation, this study explores the relationship between error-correcting feedback and student acceptance in senior English classroom, with the aim of promoting better classroom interaction between teachers and students. The present study attempts to answer the following questions: 1) the distribution of teacher error correction feedback and student acceptance in senior high school English classrooms; 2) what characteristics of teacher correction feedback in high school English classroom affect students' immediate acceptance and correction. Based on the classroom observation (a total of 18 hours) and audio recording of two English teachers in senior high school, this study analyzes and discusses the transposed text based on the classroom analysis framework of Lyster (1997 / 1997). The results show that: 1) in high school English classes, teachers tend to correct students' mistakes by recasting and teachers tend to recasting students' grammatical errors. Compared with recasting, the acceptance of the Institute appears more after formal negotiation, in which the request for clarification leads to more acceptance of the students, while the inspiration causes the students to have more revisions. 2) students tend to accept the teacher's meaning negotiation and phonetic correction. And the acceptance of students appears more directly after the teacher error correction. In addition, amendments, that is, successful acceptance, tend to occur after repeated teacher-student negotiations. Based on the above findings, the following enlightenments of classroom teaching are obtained: 1) the teachers should adopt a variety of error-correction methods to correct students' errors, especially in the way of obvious error correction intention; Consultations in the form of requests for clarification and inspirations should be chosen to encourage students to undertake self-correction and peer corrections in the classroom; (2) Teachers should provide more opportunities and time for students to solve language problems and choose more clearly. Finally, teachers should carry out rich and colorful classroom activities to promote students' target language output. In a word, error-correcting feedback in teachers' classroom has an important influence on students' acceptance. Error-correcting feedback can make students contact more L2 input, promote students to participate in classroom interaction more, and cause students' target language output, which will improve their target language development to a great extent.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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