高中英语课堂中纠错行为与学生期待的对比研究

发布时间：2018-04-15 18:19

本文选题：纠错行为 + 学生期待　；参考：《山西师范大学》2016年硕士论文

【摘要】：在语言学习的过程中,学习者出现错误是一件不可避免的事情。Corder(1967)曾经说过“在外语学习过程中,错误具有很重大的意义。错误不仅能向研究者提供学习者是如何学习或者习得语言的证据,还可以了解学习者在习得语言的过程中所使用的学习策略”。纠错具体是指教师对学习者在语言学习过程中出现的错误做出回应的方式。现在教师普遍认为,纠错是课堂教学过程中必须要面临的一个问题。在课堂纠错中,教师不仅要保证纠错的有效性,还要能够维护学习者的自尊心。本研究通过调查高中英语课堂上的纠错行为和学生期待的纠错行为,旨在对比课堂上的纠错行为是否和学生期待的一致。为此,笔者提出了以下3个研究问题：1.高中英语课堂上的纠错行为是怎样的?(纠正哪些错误、何时纠错、怎样纠错以及谁来纠错)2.学生期待的纠错行为是怎样的?3.高中英语课堂上的纠错行为是否符合学生的期待?本论文主要采用问卷调查和课堂观察的调查方法,并结合访谈法,对高中英语课堂上的纠错行为和学生期待的纠错行为进行调查研究。研究发现：1.在课堂上,语音和语法错误经常被纠正而词汇,表达和语篇错误很少受到关注；就纠错时机而言,大部分的错误都在学生表达完之后纠正的、但也有些语音和语法错误是被立即纠正的；就纠错主体而言,大部分的错误都是教师纠正的,但也有相当一部分语法错误是学生自己纠正的：就纠错方式而言,大部分的语音,表达和语篇错误都是通过直接的方式来纠正的,词汇错误是通过启示法来纠正的,语法错误是通过重述法来纠正的。2.当谈及纠正哪些错误的时候,学生最想要纠正的是语法和词汇错误,其次是语音错误,最不愿意纠正的是表达错误：就纠错时机而言,大部分学生期望在他们表达结束之后再纠正,但在语音和词汇错误方面,也有一些同学喜欢立即纠正；就红错主体而言,大部分学生期望教师纠正他们的错误；就纠错方式而言,大部分学生期望用启示法和中介语方法来纠正语音错误,直接的方式纠正词汇错误,重述法纠正语法,表达和语篇错误。3.谈及纠正哪些错误,在纠正语音和词汇错误方面,课堂纠错行为不符合学生的期待；谈及何时纠正错误时,大部分教师和学生都喜欢在学生表达完后纠正,但在词汇错误方面,也有一些同学喜欢立即纠正,而老师却很少这样纠正；当谈及由谁来纠正错误时,双方的首选都是教师纠错,但在语法错误方面,实际上接近一半的语法错误是由学生自己纠正的；当谈及怎样纠错时,学生最喜欢用重述法纠正他们表达和语篇错误,但在课堂上老师会用直接的方式纠正这些错误。学生喜欢用直接的方式纠正词汇错误,但教师却用启发法纠正词汇错误。因此,在如何纠正错误方面,课堂纠错行为不符合学生的期待。
[Abstract]:In the process of language learning, it is inevitable for learners to make mistakes.Errors can not only provide researchers with evidence of how learners learn or acquire a language, but also understand the learning strategies used by learners in the process of language acquisition.Error correction refers to the way that teachers respond to errors made by learners in the process of language learning.Now teachers generally think that error correction is a problem that must be faced in classroom teaching.In classroom error correction, teachers should not only ensure the effectiveness of error correction, but also maintain the self-esteem of learners.By investigating the error-correcting behavior and the expected error-correction behavior in high school English classroom, this study aims to compare whether the error-correction behavior in the classroom is consistent with the students' expectation.Therefore, the author puts forward the following three research questions: 1.What is the error-correcting behavior in high school English class?Correct which errors, when, how and who will correct them.What kind of error-correcting behavior students expect?Is the error-correcting behavior in high school English classroom in line with students' expectations?This thesis mainly adopts the survey method of questionnaire and classroom observation, and combines the interview method to investigate the error-correcting behavior and the students' expectation of error-correcting behavior in senior high school English classroom.The study found that 1: 1.In class, phonetic and grammatical errors are often corrected while vocabulary, expression and discourse errors are rarely paid attention to; in terms of error correction timing, most of the errors are corrected after the students have expressed them.But there are also phonetic and grammatical errors that are corrected immediately; in the case of error correction subjects, most of the errors are corrected by the teacher, but a considerable number of grammatical errors are corrected by the students themselves: in terms of error correction, most of the pronunciation,Both expressive and textual errors are corrected by direct means, lexical errors are corrected by apocalyptic methods, and grammatical errors are corrected by restatement.When it comes to which mistakes to correct, the students most want to correct grammatical and lexical errors, followed by phonetic errors, and the least willing to correct errors of expression: in terms of the timing of error correction,Most students expect to correct their mistakes after their expression, but in pronunciation and vocabulary errors, some students prefer to correct them immediately, and most students expect teachers to correct their mistakes as far as the subject of red error is concerned.In terms of error-correction methods, most students expect to correct pronunciation errors by revelation and interlanguage methods, correct lexical errors by direct means, and correct grammatical, expressive and textual errors by restatement.When it comes to when to correct errors, most teachers and students prefer to correct them after they have expressed their mistakes, but in terms of vocabulary errors, most teachers and students prefer to correct them.Some students like to correct them immediately, but teachers seldom do so. When it comes to who will correct the mistakes, the first choice for both parties is the teachers to correct mistakes, but in terms of grammatical errors,In fact, nearly half of the grammatical errors are corrected by the students themselves. When it comes to how to correct errors, the students prefer to correct them with restatement method, but in the classroom, the teacher corrects them in a direct way.Students prefer to correct lexical errors in direct ways, but teachers use heuristic methods to correct them.Therefore, in how to correct errors, classroom error-correction behavior does not meet the expectations of students.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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