英语专业学生课堂口语纠错调查研究

发布时间：2018-03-25 10:09

本文选题：英语专业　切入点：英语课堂　出处：《内蒙古师范大学》2017年硕士论文

【摘要】：错误的出现是二语习得过程中的必然产物。自上世纪50年代开始,纠错反馈在二语习得过程中的角色一直是一个备受争议的话题。近年来,越来越多的语言学家开始意识到在二语学习过程中纠错的重要性,逐渐开展了一系列关于英语课堂口语纠错的研究。兰斯特、郎、乔壮、兰特等人的研究为后来的研究者针对二语习得课堂中的口语纠错的研究提供了一些有效的策略和研究模式。乔壮就纠错提出了五个问题:纠不纠,纠什么,何时纠,怎么纠,谁来纠。本文以此作为研究基础,调查英语专业学生与教师对于口语纠错的态度并探寻二者态度之间的不同点,为日后英语专业的课堂教学提出一些建议,从而能够更好帮助教师教学。本文研究过程中使用的研究工具有调查问卷与采访。调查工具中使用的两份调查问卷均采自吉小伟(2010)研究中所使用的调查问卷,包括教师调查问卷与学生调查问卷。问卷调查在内蒙古师范大学与包头师范学院展开,涉及了150名学生与35位教师。作者以随机抽选的方式对其中10名学生与5名教师在问卷调查之后进行了访谈。本研究发现英语专业学生与教师对于口语纠错的态度出于不同的原因存在显著的差异。(1)在是否纠错这一问题,学生与教师对于是否纠错这一问题都持肯定态度。但大部分学生希望其口语中的错误都能得到教师的纠正,然而教师则认为应该有针对性的纠正;(2)在纠什么这一问题上,教师认为最值得注意且纠正的是语用错误,学生则认为是语法错误和语用错误;(3)针对何时纠错这一方面,绝大多数教师认为应该在学生发言之后再进行纠正,部分学生同意发言后纠,部分学生认为应该立即纠正;(4)在纠错的具体方式上,教师较为喜欢元语言线索反馈,而学生则倾向于明确纠错;(5)绝大多数的学生认为教师应当是纠错的主要实施者,教师认为在遇到不同错误时,纠错对象也应该不同。根据这一结果,作者在本文结尾部分提出了教学建议:当教师确定要进行纠错时,应当结合学生的语言水平、学生的性格特点以及学生对于纠错的喜好进行考虑。与此同时,教师应该在纠错时,以友好、尊重及肯定的态度对待学生。
[Abstract]:The emergence of errors is an inevitable product of second language acquisition. Since the 1950s, the role of error correction feedback in second language acquisition has been a controversial topic. More and more linguists have begun to realize the importance of error-correction in the process of second language learning, and have gradually carried out a series of studies on the correction of oral English. Rand's research has provided some effective strategies and research models for later researchers to study oral error correction in the second language acquisition classroom. Joe Zhuang has put forward five questions on error correction: correct wrong, correct what, when and how to correct. On the basis of this research, this paper investigates the attitudes of English majors and teachers towards oral correction and explores the differences between them, and puts forward some suggestions for classroom teaching of English majors in the future. The research tools used in this study include questionnaires and interviews. The two questionnaires used in the research are collected from the questionnaire used by Ji Xiaowei (2010). The questionnaire was conducted in Inner Mongolia normal University and Baotou normal College. 150 students and 35 teachers were involved. 10 students and 5 teachers were interviewed by random sampling. The present study found that English majors and teachers had a correct attitude towards oral English. There are significant differences between degrees for different reasons. Both students and teachers have a positive attitude on whether to correct mistakes. However, most students hope that the mistakes in their spoken language can be corrected by the teachers. However, the teachers think that there should be targeted corrections. Teachers think that pragmatic errors are the most noteworthy and correct ones, while students think that they are grammatical errors and pragmatic errors. Most teachers think that correction should be done after the students have spoken. Some students agree to correct the speech after speaking, while some students think that it should be rectified immediately) in the specific ways of correcting errors, teachers prefer metalanguage feedback. However, students tend to make it clear that the majority of students think that the teacher should be the main implementer of error correction, and the teacher thinks that the object of error correction should be different when meeting with different error. According to this result, At the end of this paper, the author puts forward some teaching suggestions: when teachers decide to correct errors, they should take into account students' language proficiency, students' personality characteristics and students' preference for error correction. Teachers should treat students with friendliness, respect and affirmation when correcting mistakes.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】