英语教师口语纠正性反馈对少儿语言学习者回应的影响研究

发布时间：2024-02-20 01:54

　　随着二语学习者在中国儿童课程的占比率逐步扩大,二语课堂互动逐渐成为学者们关注的焦点,其中教师纠错反馈以及随后的学生回应与修补引起了相关人员的极大兴趣,并在国内外展开了大量的实证性研究与理论性探讨,但基本都以初高中以及大学学生为对象,尤其是国内鲜有以小学老师与处于初学语言阶段的小学生为参与者进行实证性研究。本文以语言学知名专家Lyster和Ranta(1997)的研究为指导,并借助Lyster随后十余年的研究成果探讨了国内少儿教师对这些少儿语言学习者的语言错误所给出的口语纠错反馈以及随后学生的即时回应之间的关系。本研究在南昌一所重点外国语学校进行样本采集,旨在回答两个研究问题:1,教师对少儿语言学习者的口头纠正性反馈的类型和分布如何?2,哪种类型的口语纠正反馈会引起少儿语言学习者对哪种类型的错误的回应?通过三个老师共9(每个老师三节课)节课的课堂观察,录音以及课后对教师与学生的采访记录进行分析,有以下发现:(1)在小学英语课堂中,英语老师一共采用了六种口语纠错反馈方式,分别是明确纠正、诱导、元语言解释、重复、澄清请求、重述。语法错误发生率最为频繁,其次是语音错误与词汇错误。针对不同错误,...

【文章页数】：71 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance and Purpose of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Theorectical Background
        2.1.1 Long’s Interaction Hypothesis
        2.1.2 Schmidt’s Noticing Hypothesis
    2.2 Error
        2.2.1 Definition of ErrorDefinition of Oral Corrective Feedback
        2.2.2 Classification of Error
    2.3.Oral Corrective Feedback
        2.3.1 Definition of Oral Corrective Feedback
        2.3.2 Classification of Oral Corrective Feedback
        2.3.3 Function of Oral Corrective Feedback
    2.4.Research of the Characteristics of Young Language Learners
        2.4.1 Definition of Young Language learners
        2.4.2 Characteristics of Young Lanaguage Learners
    2.5.Learner Uptake
    2.6 Studies on Oral Corrective Feedback for Young Language Learners’Uptake at Home andAbroad
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Methods
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Distribution of Oral Corrective Feedback for Young Language Learners
        4.1.1 Distribution of Oral Corrective Feedback Following Different Error Types forYLLs
        4.1.2 Distribution of Oral Corrective Feedback Types Across Different Error Types forYLLs
    4.2 Relationship between Oral Corrective Feedback and YLLs’Uptake
        4.2.1 The Correlation between Oral Corrective Feedback Types and YLLs’UptakeTypes
        4.2.2.YLL’s Uptake to Different Types of Oral Corrective Feedback
    4.3 Discussion
Chapter Five Conclusions
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Research
    5.3 Limitations of the Study
    5.4 Suggestions for Future Research
References
Appendix1
Appendix2
Appendix3
Acknowledgements
在读期间公开发表论文(著)及科研情况



本文编号：3903659