从交互理论视角看教师反馈与学生注意及其语言发展之间的关系

发布时间：2018-06-03 10:13

本文选题：教师反馈 + 注意　；参考：《兰州理工大学》2011年硕士论文

【摘要】：本研究基于互动假说(Interaction Hypothesis)和注意假设(Noticing Hypothesis),研究了在课堂环境中,教师反馈,学习者对语言形式的注意以及学习者语言提高之间的关系。本实验持续了4周。实验过程包括了前测,后测,一次刺激性回忆和问卷调查。55名来自于兰州理工大学外国语学院大二的学生参加了此次研究。其中有44名女生,11名男生。他们分别来自于2个自然班,并随机分配为实验班和控制班。有2名有经验的老师也参与了此次实验。2个班接受不同实验条件的处理。实验班27人,教师针对目标语错误提供反馈,控制班28人,教师针对目标语错误不提供任何形式的反馈。实验过程包括两次测试：前测和后测。前侧和后侧分别完成3个任务：过去式,名词单复数以及问句。试验过程如下：教师培训——前测——处理——后测——刺激性回忆访谈——问卷调查。分别对前测,后测,刺激性回忆进行了录音和录像,并对处理也进行了录音和录像,用作刺激回忆报告的提示材料,并对受试者刺激性回忆报告进行了分析。最后本文采用了卡方检验对前侧,后侧,以及回忆报告所收集的数据进行分析。本文得出以下结论： 1)教师反馈是能够促进学习者对目标语的注意； 2)学习者对教师反馈的注意和他们的语言发展之间存在积极的关系。 3)显性纠错比起澄清和重述更能引起学习者对目标语的注意。本研究的意义在于：教师应善于使用恰当的反馈方式,促进学习者对目标语语言形式的注意,加速学习者对目标语结构的内化过程,从而达到目标语语言形式学习的目的。
[Abstract]:Based on interaction hypothesis (interaction hypothesis) and attention hypothesis (Notting hypothesis), the present study investigates the relationship between teacher feedback, learners' attention to language form and learners' language improvement in classroom settings. The experiment lasted for 4 weeks. The experiment included pre-test, post-test, a stimulative memory and questionnaire survey. 55 sophomores from the Foreign languages School of Lanzhou University of Technology participated in the study. There are 44 girls and 11 boys. They came from two natural classes and were randomly assigned to experimental and control classes. Two experienced teachers also participated in the experiment. The two classes were treated under different experimental conditions. There were 27 students in the experimental class, 28 in the control class and 28 in the control class. The teacher did not provide any kind of feedback on the target language error. The experimental process includes two tests: pre-test and post-test. The front side and the back side complete three tasks: past tense, noun odd number and question sentence. The process is as follows: Teacher training-pre-test-processing-post-test-stimulative recall interview-questionnaire. The recording and video recording of pre-test, post-test and stimulant recall were carried out respectively, and the processing was recorded and videotaped respectively, which was used as the prompting material for the stimulative recall report, and the stimulative recall report was analyzed. Finally, chi-square test is used to analyze the data collected from the front, back and recall reports. This paper draws the following conclusions: 1) teacher feedback can promote learners' attention to the target language; 2) there is a positive relationship between learners' attention to teacher feedback and their language development. 3) explicit error correction can attract learners' attention to the target language more than clarification and restatement. The significance of this study lies in: teachers should be good at using appropriate feedback methods to promote learners' attention to the target language form and accelerate the process of internalizing the target language structure so as to achieve the purpose of the target language form learning.
【学位授予单位】：兰州理工大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G442

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