高中英语课堂教师口头纠错反馈对学生情感影响调查研究

发布时间：2018-03-22 18:03

本文选题：高中英语课堂　切入点：口头纠错反馈　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：纠错反馈一直是外语与第二语言教学研究领域的一个主题,而纠错反馈策略的有效性则成了语言课堂环境中纠错反馈研究的重点,但其中对学习者情感的研究却很少。因此本文从学生情感需求的角度来研究纠错反馈的有效性,并试图探讨教师的纠错反馈方式对不同英语水平学生的情感如态度、焦虑、自尊和动机的影响。笔者采用问卷、访谈和课堂观察等研究工具对湖南省娄底市第一中学357名高一学生和4名高一英语教师进行调查研究,旨在探讨以下三个方面的问题:(1)高中英语课堂中不同英语水平的学生对口头错误和纠错反馈是否持相同的态度?(2)高分组学生和低分组学生对教师纠错反馈会做出怎样的情感反应?(3)纠错反馈过程中高分组学生和低分组学生之间是否存在情感需求差异?研究发现:高分组和低分组学生对错误和纠错反馈持肯定态度,并且在纠错反馈过程中存在情感需求差异。首先,出于面子问题,二者都更喜欢教师纠错而反感同伴纠错,同时高分组学生对于自我纠错的动机更强。其次,当教师频繁纠错时,低分组学生比高分组学生更容易紧张和受挫。同样在纠错时机上,低分组学生的消极情绪体验明显多于高分组学生,但是二者都更渴望延时纠错,因为延时纠错和及时纠错相比更能降低学生的焦虑。最后,对于纠错方法,重述最受二者的喜爱,因为它几乎不会对学生情感造成任何伤害,而明确纠错则会让学生产生焦虑并在某种程度上伤害到他们的自尊,但是高分组学生比低分组学生更能容忍和接受明确纠错。然而在提示反馈上,高分组学生和低分组学生之间存在着显著性差异,当教师进行提示反馈时,高分组学生表现出更高的动机和冒险心,并且经常从中获得成就感,但是低分组学生由于语言知识贫乏而产生更多的焦虑和自卑心理,所以对此非常排斥。依据以上研究结果,本文试图从教师教学理论素养、教学实际情况、纠错主体、不同的纠错反馈技巧以及现代新型纠错反馈工具五个方面提出建议,为提高中学英语课堂纠错反馈的有效性提供借鉴和参考。
[Abstract]:Error-correcting feedback has always been a topic in the research field of foreign language and second language teaching, and the effectiveness of error-correction feedback strategy has become the focus of error-correction feedback research in the classroom environment. However, there are few researches on learners' affections. Therefore, this paper studies the effectiveness of error-correction feedback from the perspective of students' emotional needs, and attempts to explore the teachers' ways of error-correcting feedback to students with different English proficiency, such as attitude and anxiety. The influence of self-esteem and motivation. The author uses questionnaire, interview and classroom observation to investigate 357 senior high school students and 4 senior English teachers from No.1 Middle School in Loudi City, Hunan Province. This paper aims to explore the following three questions: 1) do students with different English proficiency in senior high school have the same attitude towards oral errors and error correction feedback? 2) what kind of emotional response will high score students and low group students make to teachers' error correction feedback? 3) are there any differences in emotional needs between high score students and low group students in the process of error correction feedback? The study found that the high score group and the low group students have positive attitude towards error correction and error correction feedback, and there are different emotional needs in the process of error correction feedback. Firstly, for the sake of face, both of them prefer teachers to correct errors and dislike peer error correction. At the same time, the students in the high score group had stronger motivation for self-correction. Secondly, when the teacher corrected errors frequently, the students in the lower group were more nervous and frustrated than the students in the high score group. The negative emotion experience of low group students is obviously more than that of high score group students, but both of them are more eager to delay error correction, because delay error correction can reduce students' anxiety more than timely error correction. Finally, for error correction methods, Restatement is most popular because it does little harm to students' emotions, and explicit error correction can cause anxiety and, to some extent, hurt their self-esteem. However, there was a significant difference between the high score group and the low group students, when the teacher made the prompt feedback, there was a significant difference between the high score group students and the low group students, but the students in the high score group were more tolerant and accepted explicit error correction than the low group students. The students in the high score group showed higher motivation and risk-taking, and often gained a sense of achievement from it. However, the students in the lower group had more anxiety and inferiority complex due to their poor language knowledge, so they were very resistant to it. This paper attempts to put forward some suggestions from five aspects of teachers' teaching theory literacy, teaching practice, error correction subject, different error correction feedback techniques and modern new error correction feedback tools. To improve the effectiveness of middle school English classroom error correction feedback to provide reference and reference.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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