基于启发—回应—反馈（IRF）模式的高中英语教师课堂纠错性反馈研究

发布时间：2021-01-04 02:44

　　近年来,英语课堂中的教师话语受到了广泛的关注。教师在课堂上的提问、反馈、教学等话语对学习者的语言学习有重要影响。纠错性反馈作为教师课堂话语的一种,国内外对其类型、功能、影响方面的研究较多,但基于启发（Initiation）-回应（Response）-反馈（Feedback）模式（又称IRF话语分析模式）,对教师课堂纠错性反馈的现状研究比较少。作为教师话语分析的有效工具,IRF话语分析模式对于分析课堂对话有效性有重要意义,它将课堂话语分为:教师发问,学生回应和教师反馈,又称为“三元话步”。在此框架下的教师反馈语研究对于促进教师教学有重要的现实意义。因此本研究基于IRF话语分析模式,采用量化与质性相结合的方法,以四川省成都市某中学为例,对高一年级3位英语老师的课堂教学进行为期三个月的观察与转录,分析教师纠错性反馈的现状。再分别对三位老师进行访谈,并分批次随机抽取10位同学进行访谈,了解他们对教师课堂纠错性反馈的态度。最后通过问卷调查,进一步对比教师和学生对课堂纠错性反馈态度的差异。主要研究以下问题:1.不同英语水平的班级,教师的纠错性反馈现状如何?2.IRF模式下,学生能有效接纳的纠错性反... 

【文章来源】：四川师范大学四川省

【文章页数】：92 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background Information
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Key Terms and Basic Concepts
        2.1.1 Error
        2.1.2 Corrective Feedback
        2.1.3 Uptake
        2.1.4 Initiation-Response-Feedback（IRF）Model
    2.2 Theoretical Basis
        2.2.1 Error Analysis Theory
        2.2.2 Swain's Output Hypothesis
        2.2.3 Interaction Hypothesis
    2.3 Previous Studies Abroad and at Home
        2.3.1 The Previous Studies on Teacher's Classroom Corrective Feedback Abroad andat Home
        2.3.2 Previous Studies on IRF Model Abroad and at Home
Chapter Three Research Methodolody
    3.1 Research Questions
    3.2 Research Participants
        3.2.1 Teacher Participants
        3.2.2 Student Participants
    3.3 Research Instruments
        3.3.1 Classroom Observation
        3.3.2 Questionnaires
        3.3.3 Interviews
    3.4 Research Procedures
    3.5 Data Collection and Data analysis
Chapter Four Results and Discussion
    4.1 Analysis of Classroom Corrective Feedback in the Different English ProficiencyLevel Classes
        4.1.1 The Overview of Classroom Discourse under IRF Model
        4.1.2 Analysis of Error Types
        4.1.3 Analysis of Corrective Feedback Types Based on Error Types
        4.1.4 Analysis of Uptake Based on Different Types of Corrective Feedback
    4.2 Comparison between Teachers and Students' Attitudes towards Corrective Feedback.
        4.2.1 General Attitudes towards Corrective Feedback
        4.2.2 Attitudes towards the Types of Error
        4.2.3 Attitudes towards the Best Time of Corrective Feedback
        4.2.4 Attitudes towards the Subjects of Corrective Feedback
        4.2.5 Attitudes towards the Ways of Corrective Feedback
    4.3 Some Suggestions to Improve the Effectiveness of English Teachers'Classroom Corrective Feedback in Senior High School
        4.3.1 Diversifying the Corrective Feedback Techniques
        4.3.2 Adjusting the Teaching Strategies
        4.3.3 Giving More Opportunities for the Error Repair
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Limitations of the Research
    5.3 Suggestions for Further Study
Bibliography
Appendixes
Acknowledgements



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