中学英语课堂修正性反馈类型的研究

发布时间：2018-06-27 23:03

本文选题：修正性反馈 + 口语产出　；参考：《湖南大学》2015年硕士论文

【摘要】：在语言学习过程中,学习者犯一些错误是无可避免的,他们需要负面的反馈,因此,教师给学生提供修正性反馈是普遍现象。事实上,修正性反馈是英语课堂师生交往中的一个重要环节,在教师反馈中占了相当的比例(Cazden,1988),修正性反馈一直是二语习得研究的重要课题。自20世纪80年代起,有些修正性反馈研究或从理论上展开(Dai,1990; Mou, 2004),或从错误分析的角度进行(Dai Shu,1994, Fan,2002)。本研究以二语习得中Krashen(1982)的输入假说,Long (1981,1983,1989)的交互假说及Swain (1985)的输出假说作为理论基础,具体探讨以下三个问题：(1)在以交际性为目标的二语课堂中不同的反馈类型和分布是什么?(2)修正性类型的选择是否取决于错误类型?(3)反馈类型是否与教师的年龄、性别有关?本论文选取新课标下初中英语课堂教学的十六节录像课为研究对象,这十六节课都是在新课标理念指导下完成且在2010年全国初中英语课中大赛获奖的展示课。结合数据分析,得出以下结论：①根据反馈的分类,不同类型的反馈所占的比例差别很大。②各类错误所获得的修正性反馈与该类错误出现的频率不成正比。针对不同的错误类型教师的反馈有明显的不同,教师对语音错误的修正性反馈是最严厉的,对于词汇和语用性错误相对宽容。③反馈方式与教师年龄、性别的相关性比较低。中学外语课堂中修正性反馈类型的研究有着重要的理论和实践意义：理论上,研究正面证据和负面证据在二语习得中的作用；实践上,可以给中学教师教学提供指导,帮助他们能找到一种最适合和有效的反馈手段,提高教学效果。
[Abstract]:In the process of language learning, it is inevitable for learners to make some mistakes, and they need negative feedback. Therefore, it is common for teachers to provide corrective feedback to students. As a matter of fact, corrective feedback is an important link in the communication between teachers and students in English classroom. It accounts for a considerable proportion of teachers' feedback (Cazdene 1988), and it has always been an important topic in the study of second language acquisition (SLA). Since the 1980s, some modified feedback studies have been carried out either theoretically (Dai 1990; Mour, 2004) or from the perspective of error analysis (Dai Shuang 1994, Fanli 2002). This study is based on Krashen's (1982) input hypothesis and Swain's (1985) output hypothesis. The following three questions are discussed in detail: (1) what are the different types and distributions of feedback in a communicative second language classroom? (2) does the choice of a modified type depend on the wrong type? (3) is the feedback type related to the teacher's age and gender? This thesis selects 16 video classes of junior high school English teaching under the new curriculum standard as the research object. These 16 classes are all completed under the guidance of the new curriculum standard and won prizes in the National Junior High School English Class Competition in 2010. Based on the data analysis, the following conclusion is drawn: 1 according to the classification of feedback, the proportion of different types of feedback varies greatly .2 the correct feedback obtained by various types of errors is not directly proportional to the frequency of such errors. There are obvious differences in feedback among teachers with different types of errors. The correct feedback of teachers on phonetic errors is the most severe, and the relative tolerance of 3. 3 feedback methods for lexical and pragmatic errors is relatively low in relation to teachers' age and gender. The research on the type of modified feedback in middle school foreign language classroom has important theoretical and practical significance: theoretically, to study the role of positive and negative evidence in second language acquisition, and in practice, to provide guidance for the teaching of middle school teachers. Help them to find the most appropriate and effective feedback to improve teaching effectiveness.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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