不同学习动机和学业水平的大学生对教师口语纠错反馈的偏好研究

发布时间：2019-05-15 12:17

【摘要】：在语言习得的过程中,错误的出现是一种极为普遍的现象,并且不可避免。现在,大学英语四六级考试中增加了口语测试,越来越多的学校开始重视对学生的英语口语教学,英语课堂上的口语纠错反馈是必不可少的,而且教师反馈在英语课堂中占据着举足轻重的地位。它不仅是教师执行教学计划的工具之一,还是学生获得目标语输入的一个重要来源,更是提高学生口语语言输出准确性的主要途径。因此如何纠错将直接影响教师的教学效果和学生的学习效果。随着新课程改革的推行,许多崭新的教育理念被提出,其中最核心的就是“以学生为本”。因此,在了解学生对于纠错反馈的偏好以及需要的基础上,综合使用各种反馈策略,才能取得事半功倍的效果。然而现有文献表明,有关学生口语纠错需求及偏好的研究大多是将学生作为一个整体,而忽视了学生之间的个体差异,并且研究对象多为低年级学生。为了进一步了解不同群体的学生对于教师口语纠错的偏好,本文以问卷调查和访谈为工具,主要考察了以下三个方面:(1)学生对教师纠错反馈的总体态度和偏好是什么?(2)不同学习动机的学生对教师纠错反馈有何种态度和偏好?(3)不同学业水平的学生对教师纠错反馈有何种态度和偏好?本研究以300名西北农林科技大学非英语专业的大二学生为调查对象,采用定量与定性相结合的方法,对不同学习动机和学业水平的学生对教师口语纠错反馈的态度和偏好进行考察。定量研究以调查问卷为工具。问卷共分为两大部分:大学生学习动机量表采用Amabile、Hill、Hennessey和Tighe等编制,池丽萍和辛自强修订的大学生学习动机量表;第二部分主要参考李建(2012)关于英语课堂上学生口语错误反馈的问卷。定性研究主要采取访谈的方法。在问卷调查后,随机分层选取了12名学生作为受试,进行了访谈。研究结果表明:(1)对于教师口语纠错的必要性,不同群体的学生都持肯定态度。而且大部分学生认为应该有错必纠,也有部分学生认为过多纠错会打击学习的积极性。(2)对于纠错的内容,不同群体的学生都希望教师更多地纠正语法错误,以便提高语言的准确性。此外,高水平的学生认为,表达错误也应该经常纠正;而中低水平的学生认为,应该经常纠正词汇错误。(3)对于纠错的时机,大部分的学生赞同教师延迟纠错,即在他们讲完之后进行纠错。学习动机强的学生对于即时纠错也持肯定态度。(4)对于纠错的方式,大部分的学生都赞同教师使用形式协商的方式,这样可以在教师的提示下,给予他们自我改正的机会,从而避免了学生陷入尴尬的境地。学习动机较强的学生希望教师对语法和词汇错误进行明确纠错,以便直接掌握正确形式;学习水平较低的学生最不喜欢教师使用重铸的方式纠错。基于研究结果,为了提高纠错反馈的效果,本研究为英语教学提出了三点建议:(1)强化错误理论学习,提高纠错反馈意识;(2)重视个体差异,注重因材施教;(3)反思教学实践,加强交流合作。总之,教师在英语教学中进行纠错反馈时,不仅要考虑错误的特点及纠错的效果,还要考虑学生的学业水平,年龄阶段,性格特点等因素,综合选择最佳的纠错反馈方式,以提高学生的学习效果。
[Abstract]:In the course of language acquisition, the emergence of errors is a very common phenomenon and is inevitable. At present, in the CET-4 test, the oral test is added, and more and more schools begin to attach importance to the oral English teaching of the students, and the oral error correction feedback in the English class is essential, and the feedback of the teachers plays a very important role in the English class. It is not only one of the tools of the teacher's implementation of the teaching plan, but also an important source of the students' input to the target language, but also the main way to improve the output accuracy of the students' oral language. Therefore, how to correct the error will directly affect the teaching effect of the teacher and the learning effect of the students. With the introduction of the new curriculum reform, many new educational ideas have been put forward, and the core is the "to be a student-based". Therefore, on the basis of understanding the preferences and needs of the students for error correction feedback, various feedback strategies can be used to achieve the result with less effort. However, the existing literature shows that most of the research on the demand and preference of the students' oral English error correction is to take the students as a whole, and neglect the individual differences among the students, and the research objects are mostly low-grade students. In order to further understand the preference of the students of different groups to the teacher's oral error correction, this paper mainly investigates the following three aspects: (1) what is the overall attitude and preference of the students to the teacher's error correction feedback? (2) What attitude and preference are the students with different learning motivation to the teacher's error correction feedback? (3) What attitude and preference are the students of different academic levels to the teacher's error correction feedback? This study investigates the attitude and preference of the students with different learning motivation and academic level to the oral error correction feedback of the teachers by using the method of combining the quantitative and the qualitative method with the two students of the non-English major in the 300 Northwestern Agricultural University of Science and Technology. The quantitative study is based on the questionnaire. The questionnaire is divided into two parts: the college students' learning motivation scale adopts Atabile, Hill, Hennessey and Tighe, and the students' learning motivation scale is revised by Chi-Liping and Xin-self-improvement; the second part mainly refers to the questionnaire of the students' oral error feedback in the English class by Li Jian (2012). Qualitative research mainly adopts the method of interview. After the questionnaire,12 students were randomly selected to be tested and interviewed. The results show that: (1) The students of different groups have positive attitude to the necessity of the teacher's oral error correction. And most of the students think that there should be a mistake, and some students think that too much error correction will strike the initiative of learning. (2) For the content of error correction, the students of different groups want the teacher to correct the syntax error more so as to improve the accuracy of the language. In addition, high-level students are of the view that the expression of an error should also be often corrected, while low-level students believe that it should be often corrected. (3) For the timing of error correction, most of the students agree with the teacher's delayed error correction, that is, error correction after they are finished. The students with strong learning motivation have positive attitude to the real-time error correction. (4) In the way of error correction, most of the students agree with the way in which the teachers use the form of consultation, so that they can give them the chance of self-correction under the guidance of the teacher, so as to avoid the embarrassment of the students. The students with higher learning motivation want the teacher to make clear error correction to the grammar and the vocabulary errors so as to master the correct form directly; the students with lower learning level do not like the teachers to use the recasting method to correct the errors. Based on the results of the research, in order to improve the effect of error correction feedback, this study puts forward three suggestions for English teaching: (1) to strengthen the learning of error theory and to improve the feedback consciousness of error correction; (2) to pay attention to individual differences and to focus on the teaching of the materials; and (3) to reflect on the teaching practice and to strengthen the exchange cooperation. In a word, when the teacher carries out error correction feedback in English teaching, it is not only to take into account the characteristics of the error and the effect of error correction, but also to consider the students' academic level, age, character and other factors, and comprehensively select the best mode of error correction and feedback, so as to improve the learning effect of the students.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【相似文献】