自然课堂互动中教师反馈和学习者修正后输出的研究

发布时间：2018-01-31 17:04

本文关键词： 教师反馈修正后输出任务　出处：《江西师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：近几年，对课堂中教师反馈与学习者修正后输出的研究引起了二语习得领域的广泛关注。然而，国内有关发生在自然课堂中教师-学生互动片段的教师反馈，任务类型以及任务聚焦的研究很少。在反馈的发生率及使用上，任务因素是重要的核心变量。本篇论文主要研究初中自然课堂互动环境下的教师反馈和学习者的修正后输出。本研究的研究问题是：1）在任务与非任务中，教师的反馈与学习者的修正后输出是否有差异;2）在聚焦任务和非聚焦任务中，，教师反馈与学习者的修正后输出是否存在差异？数据中的教师反馈及学生的修正后输出主要是从江西某所初中的7个不同年级的班级收集的。对于这7个班级，除了一个班级录了一节课，其他班级均录了两节课，共13节课的语料。本研究是通过课堂观察来收集语料。录音完毕后，有关教师与学生之间的互动片段被转写出来。在本研究中，任务被划分为两种类型，任务与非任务，聚焦任务与非聚焦任务。数据分析结果表明，在任务与非任务中，教师的反馈数量，教师的反馈类型以及教师给予的反馈机会没有明显差异。但是学习者的实际修正后输出数量在任务与非任务中呈现显著差异, X2=5.42, p=0.00,学习者在非任务中产出更多的实际修正后输出。教师的反馈数量，反馈类型，教师给予的反馈机会以及学习者的实际修正后输出数量在聚焦与非聚焦任务中不存在差异。本次结果表明任务因素对教师的反馈数量反馈类型及给予修正机会的数量方面没有影响,但是对学习者的实际修正后输出有一定的影响。尽管反馈类型与任务类型，任务聚焦与否不存在显著性，但无论是在任务与非任务，聚焦任务与非聚焦任务中，教师倾向于更多的使用隐性反馈，重铸是最受欢迎的一种。根据本研究，可以得到以下几点启示：1）教师应该在不打断学生语言流畅的情况下对学生的错误语句提供反馈；2）在课堂中，教师应使用灵活的反馈方式来促使学生尽可能多的产出修正后输出；3）教师应该给予学生尽可能多的机会进行修正，修正可以使学生内化已学过的知识。
[Abstract]:In recent years , the study of teacher feedback and learner modification in classroom has attracted extensive attention in the field of L2 acquisition . However , there is little research on teacher feedback , task type and task focusing of teacher - student interaction in natural classroom . Task factors are important core variables in the incidence and use of feedback . This paper mainly focuses on the teacher feedback and the learner ' s post - correction output in the interactive environment of natural classroom in junior middle school . The research problem is : 1 ) In the task and the non - task , the teacher ' s feedback is different from the learner ' s corrected output . The teacher ' s feedback and the student ' s corrected output are collected from seven different grades of the junior high school in Jiangxi . The results show that there is no significant difference between the teacher ' s feedback quantity , the feedback type of the teacher and the feedback opportunity given by the teacher in the task and the non - task . However , there is no difference between the actual corrected output quantity of the learner and the quantity of feedback given by the teacher . The results show that the feedback quantity , the feedback type , the feedback opportunity given by the teacher and the number of the learner ' s actual correction are not significant . according to the research , the following points can be obtained : 1 ) the teacher should provide feedback to the student ' s error sentence without interrupting the fluency of the student ' s language ; 2 ) in the classroom , the teacher should use the flexible feedback mode to prompt the student to output as much output as possible ; 3 ) the teacher should give the student as many opportunities as possible to correct and revise the knowledge that the students have learned .

【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H09

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