高中英语课堂纠错调查研究

发布时间：2018-04-09 19:52

本文选题：纠错行为　切入点：学生期待　出处：《山西师范大学》2017年硕士论文

【摘要】：外语学习领域对学习者错误的研究始于上世纪50年代。尽管对学习者的错误以及纠错的研究一直很受到众多研究者的关注,但研究者对纠错在二语习得领域中的角色和意义的争议很大,没有形成定论。最近几年,研究者在这一问题上逐渐达成共识,他们普遍认为纠错在二语习得领域有着十分重要的意义。许多研究者如Chaudron(1988),Long(1977)等人对纠错的模式和方法进行了探讨。但是对于教师课堂纠错行为和师生纠错理念的研究较少。本文基于Chaudron(1988)提出的纠错模式,对高中英语课堂纠错教师纠错行为和师生纠错理念进行调查研究。本研究通过调查高中英语课堂上的教师纠错行为和师生纠错理念,旨在回答以下三个研究问题:1.当前高中英语课堂上教师纠错现状是怎样的?2.师生的纠错理念是什么样的?3.师生的课堂纠错理念是否存在差异?数据分析结果表明:1.教师课堂纠错现状。作者通过课堂观察及部分学生的访谈得出以下结论:(1)教师在课堂上纠正最多的是语法错误。(2)教师在课堂上更倾向于立即纠正学生的错误。(3)课堂上大部分错误均是由教师纠正。(4)教师对于课堂上大部分错误均采用明确纠错的方式。2.师生纠错理念。作者通过学生及教师问卷调查得出以下结论:(1)师生都认为纠错是十分必要的,但教师认为应该有选择的纠错而学生则认为应该纠正所有错误。(2)教师认为语音错误应该得到更多的关注而学生则认为语法错误应该得到更多关注。(3)教师教师认为延时纠错更有效而学生则认为立即纠错更有效。(4)教师和学生一致认为课堂错误应该由教师纠正。(5)教师认为应该根据不同错误采取不同的纠错方式,而学生则认为对各类错误均采用明确纠错的方式更有效。3.对于师生纠错理念是否一致这一问题,其结论如下:(1)师生理念在是否纠错,纠什么错,何时纠错和怎样纠错这四个问题上存在差异。但是对于由谁纠错这一问题,教师和学生持有相同的观点。基于上述发现本研究提出了一些与课堂纠错相关的教学建议,同时也提出了本研究的局限性以及对未来研究的一些建议。
[Abstract]:The study of learners' errors in the field of foreign language learning began in the 1950s.Although the study of learners' errors and error-correction has been paid much attention to by many researchers, there is a great deal of controversy about the role and significance of error-correction in the field of second language acquisition (SLA), and no conclusion has been reached.In recent years, researchers have come to a consensus on this issue. They generally believe that error-correction is of great significance in the field of second language acquisition.Many researchers, such as Chaudrong 1988 and Longli 1977, have discussed the models and methods of error correction.However, there are few researches on teachers'classroom error-correcting behavior and teachers'and students 'error-correcting ideas.Based on the error-correction model proposed by Chaudrong in 1988, this paper investigates the error-correcting behavior of teachers and students in senior high school English classroom and the idea of error-correction by teachers and students.By investigating teachers' error-correcting behaviors and teachers' and students' ideas of error-correction in senior high school English classes, the present study aims to answer the following three research questions: 1.What is the current error correction situation of English teachers in senior high school?What is the idea of correcting errors between teachers and students?Are there any differences in teachers' and students' ideas of correcting errors in class?The data analysis results show that: 1.The present situation of error correction in teachers' classroom.Through classroom observation and interviews with some students, the author draws the following conclusion: (1) most teachers correct grammatical errors in the classroom. (2) Teachers tend to correct students' errors immediately in the classroom. 3) most of the mistakes in the classroom areTeachers to correct most of the errors in the classroom using a clear error correction method. 2.The idea of correcting errors by teachers and students.The author draws the following conclusion from the questionnaire survey of students and teachers: 1) both teachers and students think that it is very necessary to correct errors.But teachers think there should be selective error correction and students think that all errors should be corrected. 2) Teachers think that phonetic errors should receive more attention, while students think grammatical errors should receive more attention. Teachers think teachers think teachers should pay more attention to grammatical errors.Delay error correction is more effective and students think that immediate error correction is more effective. 4) Teachers and students agree that classroom errors should be corrected by teachers. 5) Teachers think that different ways of correcting errors should be adopted according to different errors.However, the students think that it is more effective to correct all kinds of errors clearly. 3.The conclusion is as follows: 1) there are differences in the four problems of whether to correct errors, what to correct, when to correct them and how to correct them.But teachers and students share the same view about who corrects the problem.Based on the above findings, this study puts forward some teaching suggestions related to classroom error correction, as well as the limitations of this study and some suggestions for future research.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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