重铸和明确纠错对英语齿龈后音教学的影响
发布时间：2021-12-15 20:10
本研究以语音迁移理论、注意假说和输出假说为指导,通过实证研究,探讨了重铸和明确纠错两种反馈策略对/d3/、/t∫/和/∫/语音教学效果的影响。研究以湖南某高校英语专业的64名大一新生为对象,将其随机分为三组（明确纠错组19人,重铸组22人,控制组23人）,采用前测-课堂实验-及时后测-延时后测的方法进行实验。实验结束后,用单因素方差分析研究了反馈是否总体上对/d3/、/t∫/和///的习得产生了影响,并用独立样本T检验探讨了明确纠错和重铸两种反馈方式哪种对/d3/、/t∫和/∫习得效果更好。研究结果表明:（1）总体而言,纠正反馈对/d3/、/t∫和/∫/的习得产生了显著影响;（2）在即时后测中,明确纠错比重铸的效果更好,但在延时后测中,两者无显著差异。本研究为语音教学提出了几点建议:首先,教师有必要给学生讲授发音部位和发音方法,尤其是那些与母语相近的发音;其次,教师在学生出现语音错误时,要给予学生及时的反馈和明确的信号,帮助学生注意并纠正自己的语音错误;最后,教师要给学生提供大量的语言输出机会。
【文章来源】：湘潭大学湖南省
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Introduction
Chapter one Literature Review
1.1 Theoretical Discussion of Recasts and Explicit Correction
1.1.1 Recasts
1.1.2 Explicit Correction
1.2 Empirical Studies on the Effectiveness of Recasts and Explicit Correction
1.2.1 Laboratory Studies
1.2.2 Classroom Studies
Chapter Two Theoretical Framework
2.1 The Theory of Phonological Transfer
2.2 The Noticing Hypothesis
2.3 The Output Hypothesis
Chapter Three Research Methodology
3.1 Research Questions
3.2 Participants
3.3 Choice of Linguistic Targets
3.4 Material Preparation
3.5 Instruments
3.5.1 Pronunciation Training
3.5.2 Pronunciation Tests
3.6 Procedure
3.7 Data Analysis
Chapter Four Results and Discussion
4.1 The Overall Effect of Corrective Feedback on Pronunciation Acquisition
4.1.1 Nonsignificant Differences between the Control Group and the Experimental Groups in the Pretest
4.1.2 Significant Differences between the Control Group and the Experimental Groups in the Immediate Post-test
4.1.3 Significant Differences between the Control Group and the Experimental Groups in the Delayed Receptive Post-test
4.2 The Differential Effects of Recasts and Explicit Correction on Pronunciation Acquisition
4.2.1 Nonsignificant Differences between the Recast Group and the Explicit Correction Group in the Pretest
4.2.2 Significant Differences between the Recast Group and the Explicit Correction Group in the Immediate Receptive Post-test
4.2.3 Nonsignificant Differences between the Recast Group and the Explicit Correction Group in the Delayed Post-test
Conclusion
Works Cited
Acknowledgements
Appendix A:Pretest
Appendix B:Target words 1
Appendix C:Target words 2
Appendix D:Picture-description Game
Informative Abstract in Chinese
Résuméand Publications since Entering the Program
【参考文献】：
期刊论文
[1]不同纠正性反馈对英语语音能力作用的实证研究[J]. 郑璐杰. 齐齐哈尔大学学报(哲学社会科学版). 2018(09)
[2]二语教师口头修正性反馈的效果——对25项西方实证研究的元分析[J]. 王伟清. 外语教学与研究. 2016(02)
[3]普通话声母与英语辅音发音相关性的实证研究——以/s/,/∫/为例[J]. 蒋凤霞. 西南大学学报(社会科学版). 2011(05)
[4]重铸:第二语言教学和学习中的有效反馈[J]. 陈晓湘,张薇. 湖南大学学报(社会科学版). 2008(01)
[5]英汉语音差异对英语语音习得产生的母语负迁移作用[J]. 洪明. 浙江师范大学学报. 2004(02)
[6]语言迁移研究:问题与思考[J]. 戴炜栋,王栋. 外国语(上海外国语大学学报). 2002(06)
[7]英语语音学习中的迁移现象与语音教学[J]. 高翔. 国外外语教学. 2002(03)
本文编号：3537069
【文章来源】：湘潭大学湖南省
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Introduction
Chapter one Literature Review
1.1 Theoretical Discussion of Recasts and Explicit Correction
1.1.1 Recasts
1.1.2 Explicit Correction
1.2 Empirical Studies on the Effectiveness of Recasts and Explicit Correction
1.2.1 Laboratory Studies
1.2.2 Classroom Studies
Chapter Two Theoretical Framework
2.1 The Theory of Phonological Transfer
2.2 The Noticing Hypothesis
2.3 The Output Hypothesis
Chapter Three Research Methodology
3.1 Research Questions
3.2 Participants
3.3 Choice of Linguistic Targets
3.4 Material Preparation
3.5 Instruments
3.5.1 Pronunciation Training
3.5.2 Pronunciation Tests
3.6 Procedure
3.7 Data Analysis
Chapter Four Results and Discussion
4.1 The Overall Effect of Corrective Feedback on Pronunciation Acquisition
4.1.1 Nonsignificant Differences between the Control Group and the Experimental Groups in the Pretest
4.1.2 Significant Differences between the Control Group and the Experimental Groups in the Immediate Post-test
4.1.3 Significant Differences between the Control Group and the Experimental Groups in the Delayed Receptive Post-test
4.2 The Differential Effects of Recasts and Explicit Correction on Pronunciation Acquisition
4.2.1 Nonsignificant Differences between the Recast Group and the Explicit Correction Group in the Pretest
4.2.2 Significant Differences between the Recast Group and the Explicit Correction Group in the Immediate Receptive Post-test
4.2.3 Nonsignificant Differences between the Recast Group and the Explicit Correction Group in the Delayed Post-test
Conclusion
Works Cited
Acknowledgements
Appendix A:Pretest
Appendix B:Target words 1
Appendix C:Target words 2
Appendix D:Picture-description Game
Informative Abstract in Chinese
Résuméand Publications since Entering the Program
【参考文献】：
期刊论文
[1]不同纠正性反馈对英语语音能力作用的实证研究[J]. 郑璐杰. 齐齐哈尔大学学报(哲学社会科学版). 2018(09)
[2]二语教师口头修正性反馈的效果——对25项西方实证研究的元分析[J]. 王伟清. 外语教学与研究. 2016(02)
[3]普通话声母与英语辅音发音相关性的实证研究——以/s/,/∫/为例[J]. 蒋凤霞. 西南大学学报(社会科学版). 2011(05)
[4]重铸:第二语言教学和学习中的有效反馈[J]. 陈晓湘,张薇. 湖南大学学报(社会科学版). 2008(01)
[5]英汉语音差异对英语语音习得产生的母语负迁移作用[J]. 洪明. 浙江师范大学学报. 2004(02)
[6]语言迁移研究:问题与思考[J]. 戴炜栋,王栋. 外国语(上海外国语大学学报). 2002(06)
[7]英语语音学习中的迁移现象与语音教学[J]. 高翔. 国外外语教学. 2002(03)
本文编号：3537069
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