学生偏好对高中英语课堂纠错反馈效果影响的研究

发布时间：2018-04-18 09:50

本文选题：高中英语课堂 + 纠错反馈　；参考：《南京师范大学》2017年硕士论文

【摘要】：作为英语课堂教学的一个重要环节,纠错反馈自上世纪八十年代以来就颇受关注。由于语言学习特别是外语学习大多在课堂中进行,所以教师和学生对待口语纠错的态度和偏好应引起足够的重视。许多学者通过调查研究或访谈等方法,探究了教师和学生对不同纠错方式的偏好,以及教师在课堂中使用纠错反馈的实际情况。然而,有关高中英语课堂口语纠错方面的实证研究相对较少,对学生偏好与教师纠错反馈效果之间的关系进行的研究则更少。鉴于此,本文通过问卷调查,比较了学生与教师对不同类型纠错反馈的偏好;在问卷调查的基础上,通过行动研究,探讨了学生偏好对教师纠错反馈效果的影响,并分析其原因。本研究提出了如下问题:1)学生与教师偏好的纠错方式是否存在差异?如果是,有何种差异? 2)在实际教学中,教师采用的纠错方式与问卷调查结果是否一致?如果不一致,差异体现在哪些地方? 3)学生偏好的纠错方式是否引发较高的错误修正率?如果是,原因是什么?问卷调查的对象为170名高一学生和22名高中英语教师。170名学生全部来自南京市某四星级高中,而22名教师则任教于南京、陕西、重庆等不同地区。行动研究对南京市某四星级高中的一个班进行了课堂录音、前测和后测。前测不对课堂进行任何干预,老师按照自己的上课模式进行。后测则根据前期调查问卷的结果,要求老师在课堂上多使用学生偏好的纠错方式(元语言纠错、重述和提示诱导)纠正学生的错误。行动研究共获得29节课的录音,其中22节课共计18. 5小时的录音被转写成书面文本。通过对问卷调查数据,前、后测课堂中错误和纠错反馈的分布情况,以及每种纠错性反馈引发修正的情况进行定量和定性分析,本研究得出如下结论:1)学生对纠错反馈的偏好是:元语言纠错重述提示诱导重复请求澄清直接纠错。教师对纠错反馈的偏好是:重述提示诱导=重复元语言纠错请求澄清直接纠错。2)教师在实际教学中的纠错方式的频率顺序是:重复提示诱导=直接纠错元语言提示重述=请求澄清。3)教师采用学生偏好的纠错方式(如元语言纠错和重述)能够引发更多的修正。但是多因素相关性分析表明:学生偏好与纠错反馈所引发的修正之间并不存在显著相关性。综上,本文提出如下教学建议:教师应加强理论知识储备,将纠错反馈理论与教学实践相结合,既能修正学生的错误,提高学生的语言能力,又可以促进自身学术能力的提高。在课堂纠错过程中,教师可运用不同纠错方式,而非某一种方式纠正学生错误。
[Abstract]:As an important part of English classroom teaching, error-correction feedback has attracted much attention since 1980's.Since language learning, especially foreign language learning, mostly takes place in the classroom, teachers and students should pay enough attention to their attitudes and preferences towards oral error correction.Many scholars have explored the preference of teachers and students for different ways of correcting errors and the actual situation of teachers using error-correcting feedback in the classroom by means of investigation or interview.However, there are relatively few empirical studies on oral error correction in senior high school English classes, and less on the relationship between students' preferences and teachers' error correction feedback effects.In view of this, this paper compares students' and teachers' preferences for different types of error correction feedback through questionnaires, and discusses the effects of students' preferences on teachers' error correction feedback based on the questionnaire survey and action research.The reasons are analyzed.This study raises the following question: (1) is there a difference in error-correcting approaches between students and teachers?If so, what is the difference? 2) in actual teaching, is the error correction method adopted by teachers consistent with the results of the questionnaire survey?If not, where does the difference lie? 3) does the error correction method of students' preference lead to a higher error correction rate?If so, why?The subjects of the questionnaire were 170 senior high school students and 22 high school English teachers. All of them came from a four-star high school in Nanjing, while 22 teachers taught in Nanjing, Shaanxi, Chongqing and other regions.The action study recorded, pre-and post-tested a class in a four-star high school in Nanjing.No intervention in the class before the test, the teacher according to their own class mode.According to the results of the previous questionnaire, the post-test asked the teacher to use the error-correcting methods (metalanguage correction, restatement and hint induction) to correct the students' errors in the classroom.Action Research received a total of 29 audio recordings, of which 22 classes totalled 18.The 5-hour recording was transcribed into a written copy.Based on the questionnaire data, the distribution of error and error correction feedback in the pre-and post-test classroom, and the correction caused by each error correction feedback, the quantitative and qualitative analysis was carried out.This study concludes as follows: 1) students' preference for error correction feedback is: meta-language error correction restatement hint induces repeated requests for clarification direct error correction.The teacher's preference for error-correction feedback is: restatement cue inducement = repeat meta language correction request clarification direct error correction .2) the order of the teacher's error correction mode in actual teaching is: repetition cue inducement = direct error correction metalanguage proposalIt is shown that restatement = request for clarification. 3) the teacher adopts the error-correction method of students' preference (such as metalanguage correction and restatement) can cause more corrections.But the multivariate correlation analysis shows that there is no significant correlation between student preference and the correction caused by error correction feedback.In summary, this paper puts forward the following teaching suggestions: teachers should strengthen the theoretical knowledge reserve and combine the error-correcting feedback theory with the teaching practice, which can not only correct students' mistakes, improve students' language ability, but also promote their own academic ability.In the process of correcting errors in class, teachers can correct students' errors in different ways, not in one way.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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