师生的大学英语课堂纠正性反馈信念对比研究
发布时间：2021-02-27 02:11
现阶段,越来越多的研究者和老师们开始重视纠正性反馈语在英语课堂中的作用,大部分的研究都是基于对纠正性反馈语的理论研究,研究对象绝大多数以初高中课堂为主,而针对大学英语课堂纠正性反馈语的研究较少,鉴于此,本文就桂林市五所大学英语教师以及学生纠错信念进行了对比研究,比较了教师和学生对于纠正性反馈语的态度与观点的不同,并分析其深层次原因。本研究以Lyster和Ranta的CF分类,Chaudron的五个问题以及Krashen的情感过滤假说为全文基础理论依据,问卷的设计基于Chaundron的五个问题为五个维度即1)学生的错误应该被纠错吗?2)学生的哪一类错误应该被纠错?3)何时纠错?4)谁来纠错?5)怎样纠错?本文参考了胡越竹（2005）以及谢斌（2008）在其论文中编制的问卷,调查了大学英语教师以及学生纠正性反馈语信念现状。研究对象涉及桂林市5所高校:广西师范大学、广西师范大学漓江学院、广西理工大学、桂林旅游学院以及桂林医学院300人:150名教师和150名非英语专业大二学生。本研究主要讨论一下3个问题:（1）在大学英语课堂中,教师们对于纠正性反馈语的信念如何?（2）在大学英语课堂中,学生...
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：84 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Abbreviations
Chapter1 Introduction
1.1 Background
1.2 Purpose and Significance
1.3 Organization of the Thesis
Chapter2 Literature Review
2.1Definitions
2.1.1 Error
2.1.2 Corrective Feedback
2.1.3 Teacher’s Belief
2.1.4 Students’Belief of English Learning
2.2 Theoretical Foundation
2.2.1 Lyster& Ranta’s CF Classification
2.2.2 Chaudron’s Five Questions
2.2.3 Affective Filter Hypothesis
2.3 Previous Researches on CF
2.3.1 Previous Researches on CF Abroad
2.3.2 Previous Researches on CF at Home
2.4 Theoretical Framework
Chapter3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Research Procedures
3.4.1 Data Collection
3.4.2 Data Analysis
Chapter4 Results and Discussions
4.1 Results of questionnaire
4.1.1 General Status Quo of Teachers’CF Beliefs
4.1.2 General Status Quo of Students’CF Beliefs
4.1.3 Comparative Analysis
4.2 Results of Interview
4.3 Discussions
Chapter5 Findings and Pedagogical Implications
5.1 Major Findings
5.2 Pedagogical Implications
Chapter6 Conclusion
6.1 Conclusion of the Research
6.2 Limitation of the Research
6.3 Suggestions for the Future Research
Bibliography
Appendices
AppendixⅠ
AppendixⅡ
AppendixⅢ
Acknowledgements
本文编号：3053523
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：84 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Abbreviations
Chapter1 Introduction
1.1 Background
1.2 Purpose and Significance
1.3 Organization of the Thesis
Chapter2 Literature Review
2.1Definitions
2.1.1 Error
2.1.2 Corrective Feedback
2.1.3 Teacher’s Belief
2.1.4 Students’Belief of English Learning
2.2 Theoretical Foundation
2.2.1 Lyster& Ranta’s CF Classification
2.2.2 Chaudron’s Five Questions
2.2.3 Affective Filter Hypothesis
2.3 Previous Researches on CF
2.3.1 Previous Researches on CF Abroad
2.3.2 Previous Researches on CF at Home
2.4 Theoretical Framework
Chapter3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Research Procedures
3.4.1 Data Collection
3.4.2 Data Analysis
Chapter4 Results and Discussions
4.1 Results of questionnaire
4.1.1 General Status Quo of Teachers’CF Beliefs
4.1.2 General Status Quo of Students’CF Beliefs
4.1.3 Comparative Analysis
4.2 Results of Interview
4.3 Discussions
Chapter5 Findings and Pedagogical Implications
5.1 Major Findings
5.2 Pedagogical Implications
Chapter6 Conclusion
6.1 Conclusion of the Research
6.2 Limitation of the Research
6.3 Suggestions for the Future Research
Bibliography
Appendices
AppendixⅠ
AppendixⅡ
AppendixⅢ
Acknowledgements
本文编号：3053523
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