高中英语课堂中的教师纠正性反馈及学生回应研究

发布时间：2018-04-24 19:09

本文选题：错误类型 + 纠正性反馈　；参考：《河南师范大学》2017年硕士论文

【摘要】：在课堂教学研究中,作为课堂互动重要组成部分的教师纠正性反馈受到越来越多国内外学者的关注。研究表明,教师采用不同的纠正性反馈方式会引发学生不同的回应,而恰当的纠正性反馈方式更易于引起学生的修正回应,从而对学生的二语习得产生积极的影响。但是,关于教师针对学生所犯错误而采用的纠正性反馈方式,以及这些纠正性反馈方式对学生回应所产生的影响的相关研究较少,因此,该论文就这些方面做了进一步的调查、分析和探讨。该论文主要回答三个研究问题:(1)针对不同错误类型,教师所采用的纠正性反馈方式分别有哪些?(2)学生对于不同的教师纠正性反馈的回应分别有哪些?(3)师生关于教师纠正性反馈持有怎样的态度和看法?本研究对南阳市第一高中的四个班级进行了为时一个月的考察,其中高一和高二各两个班,包括249名学生和4名英语教师。每个班级观察9节课,每节课40分钟,共计1440分钟。通过课堂观察(以录音和课堂观察量表为辅助方式)、问卷调查和访谈三种研究工具收集数据,并对数据进行统计、分析和讨论后,得出如下研究结果:(1)在六种纠正性反馈方式中,教师最常采用的是启发,其次是明确纠错和重铸。对语音错误而言,教师倾向于采用明确纠正的方式;对于语法错误和词汇错误,教师通常采用启发和重铸两种纠正性反馈方式;而对于表达错误,教师则经常进行直接纠正,有时也会采用启发的方式。(2)对于教师不同的纠正性反馈方式,学生的回应类型也不同。总体而言,元语言反馈最易引起学生对错误的修正,同时重铸和明确纠错也能在较大程度上引起学生的修正;但是启发和重复却会引发学生产生较多的有待修正,甚至是无回应。具体就语音错误而言,能够最为有效地引起学生修正的方式是明确纠错和重铸;对于学生所犯的语法错误,能最大程度地引起学生进行修正的方式依次为明确纠错、元语言反馈和重铸;针对词汇错误,能有效帮助学生进行修正的反馈方式为重铸、明确纠错和重复。(3)教师和学生都能够认识到英语课堂中教师对错误进行纠正性反馈的重要性,尤其对于反复出现的错误,师生均认为必须进行纠正。对于语法错误,教师认为应经常进行纠正,并且学生的观点与教师一致,同时,大多数学生倾向于教师采用重铸和元语言反馈的方式对此种错误进行纠正。对于语音错误,师生均认为明确纠错是一种十分有效的方式。然而对于表达错误,师生看法在此产生分歧,教师认为可以忽视一些表达错误,但部分学生认为此种错误应该最先得到教师的纠正。另外,访谈结果表明,教师认为除了学生所犯错误类型,教学目标、教学进度和学生水平也会影响他们对纠正性反馈方式的选择。
[Abstract]:In the study of classroom teaching, teachers' corrective feedback as an important part of classroom interaction has attracted more and more attention from scholars both at home and abroad. The study shows that teachers' use of different corrective feedback will cause students to respond differently, and appropriate corrective feedback is more likely to cause the students' correction response, thus to students. The two language acquisition has a positive impact. However, there is little research on the corrective feedback methods used by the teachers for the mistakes made by the students and the effects of these corrective feedback on the students' response. Therefore, this paper makes a further investigation, analysis and Discussion on these aspects. The thesis mainly answers three. Research questions: (1) what are the corrective feedback methods used by teachers for different types of errors? (2) what are the responses of students to different teachers' corrective feedback? (3) what are the attitudes and views of teachers and students on Teachers' corrective feedback? This study conducted four classes in the first high school in Nanyang. One month of study, among the two classes of senior one and senior two, including 249 students and 4 English teachers, each class observed 9 classes, each class was 40 minutes, a total of 1440 minutes. Through the classroom observation (with audio and classroom observation scale as the auxiliary way), questionnaire survey and interview three research tools collected data, and the data were statistically analyzed. After analysis and discussion, the results are as follows: (1) in the six corrective feedback methods, teachers often use enlightenment, followed by explicit correction and recasting. For phonetic errors, teachers tend to adopt the way of explicit correction; for grammatical errors and lexical errors, teachers usually adopt two corrective feedback methods. As for the errors of expression, teachers often make direct corrections and sometimes use enlightening methods. (2) for different corrective feedback methods for teachers, students' response types are also different. In general, metalinguistic feedback is the most likely to cause students to correct errors, and recasting and correct correction can also cause students to a greater degree. However, inspiration and repetition may cause students to produce more to be corrected, even without response. In terms of phonetic errors, the most effective way to arouse students' correction is to correct errors and recast; for the grammatical mistakes made by students, the way that the students can maximize the correction is in turn. Errors, metalinguistic feedback and recasting; in terms of lexical errors, corrective feedback can be effectively helped by students to recast, correct error correction and repetition. (3) teachers and students are able to recognize the importance of teachers' corrective feedback in English class, especially for repeated mistakes, teachers and students think it must be corrected. In grammatical errors, teachers think that corrections should be made frequently, and the views of the students are consistent with the teachers. At the same time, most students tend to correct this mistake by means of recasting and metalanguage feedback. For phonetic errors, teachers and students think it is a very effective way to correct mistakes. Opinions are divergent here. Teachers think that some mistakes can be ignored, but some students think that such mistakes should be first corrected by teachers. In addition, the interview results show that teachers think that the types of mistakes, teaching goals, teaching progress and students' leveling will also affect their choice of corrective feedback.

【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】