高中新手英语教师和有经验英语教师课堂口语纠错反馈语的对比研究

发布时间：2018-01-16 15:37

本文关键词：高中新手英语教师和有经验英语教师课堂口语纠错反馈语的对比研究　出处：《伊犁师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：教师纠正性反馈作为二语习得研究领域的一个热门话题引起了语言研究者的关注,并从不同角度展开了研究。教师的纠正性反馈语可以促进学习者第二语言水平的发展,得到了广泛的认同。国外研究者进行了大量的理论探讨和实证性研究,而国内实证性研究并不多见。本文通过考察伊宁市第三中学新手教师和有经验教师在高中英语课堂互动过程中使用纠正性反馈语的情况,分析探讨了该校教师运用纠正性反馈语的基本类型和比例,认为不同教龄段的教师所使用的的纠正性反馈语有所不同,且对语言学习者二语水平的提高所起的作用也有所不同。本文研究是以LysterRanta(1997)的教师纠正性反馈研究为理论基础,Lsyter将教师纠错反馈类型分为六种:明确纠错(explicit correction)、重述(recast)、暗示(elicitation)、元语言反馈(metalinguistic feedback)、要求澄清(clarification)和重复(repetition),其中后四种纠正反馈方式(启发,元语言反馈,要求澄清和重复)又称作意义协商将学生的错误分为三类,即:语法错误,语音错误和词汇错误。本研究主要对伊宁市第三中学高一年级英语组的8位教师所教授的班级进行了课堂观察、录音和记录。每个教师45分钟,总共360分钟。通过课堂观察分析有经验教师和新手教师使用纠正性反馈语的数量和类型,通过课后对教师进行了访谈,分析教师对待纠正性反馈语的态度,研究结果发现:1.在课堂话语中,有经验的教师使用纠正性反馈语的数量越多,运用纠正性反馈语的类型较为灵活。2.在教师的纠正反馈语中,有经验的教师使用意义协商的方式频率较高,新手教师多使用明确纠错和暗示的方式。3.有经验的教师对于学生的语法错误的纠错数量较多,新手教师对于语音错误的纠错数量较多。4,大多数教师对于纠正性反馈语的使用给予肯定态度,在一段时间内对于学生错误的纠正是有积极影响的。
[Abstract]:As a hot topic in the field of second language acquisition (SLA) teachers' corrective feedback has attracted the attention of language researchers. Teachers' corrective feedback can promote the development of learners' second language level and has been widely recognized. Foreign researchers have carried out a large number of theoretical and empirical research. However, there are few empirical studies in China. This paper examines the use of corrective feedback in the interaction between novice and experienced teachers in Yining No. 3 Middle School. This paper analyzes and discusses the basic types and proportion of corrective feedback used by teachers in our school, and points out that the corrective feedback used by teachers of different teaching years is different. The effect on the improvement of L2 proficiency is different. This study is based on the teacher corrective feedback study conducted by Lyser Ranta1997). Lsyter classifies teachers' error correction feedback into six types: explicit correction and recastasis. Metalinguistic feedback. Requests for clarification and repetition, with the last four ways of correcting feedback (heuristic, meta-linguistic feedback). Also known as meaning negotiation, students' errors are classified into three categories: grammatical errors. Phonetic errors and lexical errors. The present study focuses on the classroom observation, recording and recording of the classes taught by eight English teachers in the English Group of Grade one of the third Middle School of Yining City. Each teacher has 45 minutes of observation. A total of 360 minutes. Through classroom observation and analysis of the number and types of corrective feedback used by experienced and novice teachers, teachers were interviewed after class to analyze teachers' attitude towards corrective feedback. The results show that the more experienced teachers use corrective feedback in classroom discourse, the more flexible are the types of corrective feedback. 2. In teachers' corrective feedback. Experienced teachers use a higher frequency of meaning negotiation, and novice teachers use explicit error correction and hinting methods. 3. Experienced teachers have more error correction for students' grammatical errors. Novice teachers have a large number of errors in pronunciation errors. Most teachers give positive attitude to the use of corrective feedback words and have a positive effect on the correction of students' errors for a period of time.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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