初中英语课堂口语纠错的调查研究

发布时间：2018-01-31 23:42

本文关键词： 初中英语课堂口语纠错策略　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：错误是语言学习过程中常见的。从90年代以来,越来越多的学者相信对学习者出现的错误给予纠正反馈能够促进其目标语的学习,为此他们做了大量的实证研究,越来越多的研究侧重于外语课堂纠错方法与策略等。但这些研究大都以大学或高中课堂为目标,而针对初中英语课堂教学口语纠错的系统研究较少。鉴于此,本文就初中英语课堂教师口语纠错的实际状况进行了调查研究,比较了教师和学生对于英语口语纠错的态度与观点的异同,并分析其深层次原因。本文的研究对象为烟台十中和烟台外国语实验中学的100名学生和30名初中英语教师。针对错误研究的现状,本研究提出以下三个研究问题:1)初中英语课堂中学生口语表达经常出现的错误有哪些?2)教师和学生对是否应该纠错分别持怎样的态度?3)针对这些不同类型的口语表达错误,教师经常在什么时间采取什么样的口语纠错策略?为了找到以上三个研究问题的答案作者采用了三种研究方法,分别是课堂观察法,问卷法和访谈法。通过对本次研究的数据分析,作者提出如下主要发现:1)初中英语课堂口语中主要存在四种错误:分别是语音错误,词汇错误,语法错误和表达错误。2)当谈到英语课堂中的纠错问题,绝大部分教师和学生都一致认为错误应该及时纠正,极少数人对课堂纠错持消极态度。3)初中英语课堂中教师经常使用的纠错策略主要有四种,即:直接纠错法,重述法,元语言提示法,启发法。为了促进初中英语课堂口语纠错的有效性,作者根据此研究提出三条教学建议:1)培养学生对语言学习的兴趣,在语言的实际运用过程中提高纠错效率;2)加强师生之间的交流与合作;3)丰富教师的错误理论知识并且使之与课堂教学相结合。以上教学建议希望能为初中英语教师的教学提供参考,以提高初中英语课堂教学效果。
[Abstract]:Errors are common in the process of language learning. Since 90s, more and more scholars believe that correct feedback on errors made by learners can promote their target language learning. For this reason, they have done a great deal of empirical research, and more and more researches have focused on error-correcting methods and strategies in foreign language classroom. However, most of these studies are aimed at college or senior high school classrooms. However, there is little systematic research on oral correction in junior middle school English classroom teaching. In view of this, this paper makes an investigation and research on the actual situation of oral correction in junior middle school English classroom teachers. This paper compares the attitudes and viewpoints of teachers and students in oral English correction. The research objects of this paper are 100 students and 30 junior high school English teachers in Yantai Ten Middle School and Yantai Foreign language Experimental Middle School. This study raises the following three research questions: 1) what are the common errors in oral expression of middle school students in junior middle school English classes? 2) what are the attitudes of teachers and students on whether they should correct errors? 3) in view of these different types of oral errors, when do teachers often adopt oral error-correcting strategies? In order to find the answers to the above three questions, the author adopted three research methods, namely classroom observation, questionnaire and interview. The main findings are as follows: (1) there are four kinds of errors in oral English in junior middle school: phonetic error, lexical error, grammatical error and expression error. Most teachers and students agree that the mistakes should be corrected in time. A few people have a negative attitude towards correcting errors in the classroom. 3) there are four kinds of error-correcting strategies often used by teachers in junior middle school English classroom. Namely: direct error correction method, restatement method, metalanguage hint method, heuristic method. In order to promote the effectiveness of oral correction in junior middle school English class. According to this study, the author puts forward three teaching suggestions: 1) to cultivate students' interest in language learning, and to improve the error-correcting efficiency in the practical use of language; 2) strengthening the communication and cooperation between teachers and students; 3) enriching teachers' wrong theory knowledge and combining it with classroom teaching. The above teaching suggestions can provide reference for junior middle school English teachers' teaching and improve the effect of junior middle school English classroom teaching.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【相似文献】