二人互动模式下提示和重铸与二语发展

发布时间：2018-03-10 08:53

本文选题：提示　切入点：重铸　出处：《西北师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：教师的纠正性反馈在近二十年来得到研究者广泛的关注。近年来，反馈研究以多以实证研究为主，旨在揭示一种或几种类型的反馈对二语发展的作用，包括自然课堂互动和实验室二人一对一互动。涉及的理论包括交互式假说和注意理论等。但其研究结论确不尽一致，同种反馈的明显性和隐含性对反馈效果的研究也较为贫乏。互动假说（Long，1996）认为，二语学习者与其交流者对交流失败所作的语言调整，有助于学习者注意到自身的中介语与目标语之间的差异继而促进学习者二语的发展。本研究以互动假说为理论框架，结合二语学习者注意的因素，研究提示和重铸这两种反馈形式对二语发展的作用，以及同种反馈形式明显性和隐含性的变化对纠错程度的影响。本研究采用前测-后测-延时后测的实验设计，二十五名中等英语水平的兰州市第十中学初三学生参加试验，其中十四个女生十一个男生。试验反馈处理通过一次任务型的对话互动和三个书面任务进行。三个书面任务包括：对话互动前书面故事描述，对话互动后即时纠错，对话互动一周后延时纠错。对话互动中教师与学生进行交流并就其语言错误就行反馈，老师根据需要选择反馈形式；对话互动前的书面故事描述是为了对学生对话互动中使用的目标语进行记录；即时纠错是为了研究学生在接受不同反馈形式后的即时纠错的程度；延时纠错是为了研究不同反馈形式对学生纠错效果的影响及对二语发展的作用。本研究发现，（1）重铸和提示都能有效帮助学生纠错，但在即时纠错中，重铸的纠错效果优于提示；在延时纠错中。重铸和提示的纠错程度均有所下降，但重铸的下降程度远大于提示。（2）提示和重铸的显性程度越高纠错效果越好，但在即时纠错中，显性程度对重铸的影响大于提示，，在延时纠错中，此效果变小。本研究的意义在于：结合学习者注意因素对提示和重铸两种不同的反馈方式以及明显性和隐含性的变化对纠错程度的影响进行研究，加深了我们对反馈形式，注意和二语习得之间关系的认识。本研究的教学意义在于：教师面对学习者的语言错误时，使用提示和重铸都能有效纠正，但就其纠错程度，提示要优于重铸；其次教师在纠错过程中应尽可能多的使用显性程度较高的反馈形式。
[Abstract]:Teachers' corrective feedback has received extensive attention in the past two decades. In recent years, feedback studies have focused on empirical studies aimed at revealing the role of one or more types of feedback in L2 development. These theories include interactive hypothesis and attention theory. However, the conclusions of the study are not consistent, and the research on the effect of homologous feedback is poor. The interaction hypothesis suggests that L2 learners and their communicators make language adjustments for communication failure. It is helpful for learners to notice the differences between their own interlanguage and target language and thus promote the development of L2. The present study takes the interactive hypothesis as the theoretical framework and combines the factors of L2 learners' attention. The study suggests that the two forms of feedback play an important role in the development of L2, as well as the influence of the change of the obvious and implicit of the same feedback form on the error-correction degree. In this study, an experimental design of pre-test, post-test and delayed post-test was used. 25 middle school junior high school students in Lanzhou 10th took part in the experiment. Among them, 14 girls and 11 boys. The experiment feedback processing was conducted through a task-based dialogue interaction and three written tasks. The three written tasks included: written story description before dialogue interaction, instant error correction after dialogue interaction. The teacher communicates with the students and gives feedback on their language errors. The teacher chooses the form of feedback according to the need. The written story description before the dialogue interaction is to record the target language used in the dialogue interaction, and the immediate error correction is to study the degree of the students' instant error correction after receiving different feedback forms. The purpose of delay error correction is to study the effect of different feedback forms on students' error correction and second language development. This study found that both recasting and prompting can effectively help students to correct errors, but in instant error correction, the error correction effect of recasting is better than that of prompt, and the error correction degree of recasting and prompting has decreased in delayed error correction. But the decreasing degree of recasting is far greater than that of hint. 2) the higher the dominance degree of recasting and the better the error correction effect is, but in the instant error correction, the effect of dominance degree on recasting is greater than that of hint, but in the case of delay correction, the effect becomes smaller. The significance of this study is to study the effects of different feedback modes of cue and recasting, as well as the changes of visibility and implicature on the error correction degree, combining with learners' attention factors, thus deepening our research on the feedback form. The teaching significance of this study lies in: when teachers face learners' language errors, both use hint and recasting can be effectively corrected, but in terms of their error-correcting degree, it is better than recasting; Secondly, teachers should use as many feedback forms as possible in the process of error correction.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H09

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