高中不同群体学生对英语课堂口语纠错的偏好研究

发布时间：2018-06-27 10:45

本文选题：不同群体学生 + 口语纠错　；参考：《扬州大学》2016年硕士论文

【摘要】：英语口语纠错一直是语言学者和教师关注的重点,原因是学习者在学习语言的过程中不可避免的会犯错,而如何纠错将直接影响学生的学习效果。在以生为本的教育观下,教师纠错应考虑学生的需要和偏好。然而现有文献表明,有关学生对口语纠错偏好的研究大多把学生看作一个整体,很少关注学生内部的群体差异。因此,探究不同群体学生对口语纠错偏好的研究也很少。鉴于此,本研究以高中生为对象,以高中不同群体学生(如：男、女生,高、低水平学生)对英语课堂口语纠错偏好的差异为研究内容,旨在帮助教师从学生偏好的角度调整纠错行为,提高纠错效果。研究问题主要围绕两个方面内容：一是高、低水平学生对口语纠错的偏好、二者之间的差异及其原因；二是男、女生对口语纠错的偏好、二者之间的差异及其原因。本研究采用定性和定量相结合的方法。定量研究以问卷调查为研究工具。调查问卷以Hendrickson (1978)的五个框架问题为基础,并结合王文方(2012)的问卷改编而成。研究对象为高一年级四个班的179名学生。共发放问卷179份,回收有效问卷163份。定性研究采用半结构式访谈的方法。从参加问卷调查的学生中随机分层抽样出8名受试作为访谈对象,即男生、女生各2名,高水平、低水平学生各2名。通过数据统计与分析,有以下主要发现：1.在纠错的必要性上，，高、低水平学生都认同口语纠错；在纠错类型上,尽管高、低水平学生都认同应纠正所有类型的口语错误,但他们在表达错误上存在显著性的偏好差异。高水平学生由于在语言形式上犯错较少以及对更高层次口语表达的追求,因此更倾向于纠正表达错误；在纠错主体上,高、低水平学生都认同由教师或借助参考书、教科书纠错,而对同伴、小组成员,班里任一成员纠错持中立态度。此外,他们在班里任一成员纠错及自我纠错上存在显著性的偏好差异。高水平学生由于心理防御机制及学习的独立性,更不赞同由班里任一成员纠错,相反,较好的知识掌握情况使他们更倾向于自我纠错；在纠错时间上,高、低水平学生都认同延时纠错,而不赞同即时纠错,并对推迟纠错持中立态度；在纠错方法上,尽管高、低水平学生都认同明确纠错、重述、要求澄清、元语言反馈、启发与重复,但他们在明确纠错、要求澄清和元语言反馈上存在显著性的偏好差异。由于独立学习的意愿和能力上的差别,低水平学生更倾向于明确纠错,而高水平学生更倾向于要求澄清和元语言反馈。2.在纠错的必要性上,男、女生都认同口语纠错；在纠错类型上,都认为应纠正所有类型的口语错误；在纠错主体上,都认同由教师或借助参考书、教科书纠错,而对自我、同伴、小组成员,班里任一成员纠错持中立态度；在纠错时间上,都认同延时纠错,而不赞同即时纠错,并对推迟纠错持中立态度。此外,他们在即时纠错上存在显著性的偏好差异。女生的敏感和较强的自尊心使她们更不赞同即时纠错；在纠错方法上,尽管男、女生都认同重述、要求澄清、元语言反馈、启发与重复,但他们在明确纠错和重述上存在显著性的偏好差异。男生希望即时、直接地得到反馈,因此更偏好明确纠错,而女生由于自尊问题更偏好重述。本研究结果对高中英语教与学具有一定的启示：从教师的角度来看,应考虑不同学生群体对口语纠错的偏好差异,在纠错过程中适当调整纠错策略；在纠错主体上,教师应鼓励高水平学生自己纠错：在纠错时机上,尽可能采用既不伤害学生自尊,又能保证纠错效果的延时纠错,而避免使用即时纠错；在纠错方式的选择上,应考虑学生的语言水平和情感因素。对高水平学生可采取要求澄清或元语言反馈的方式,使他们意识到自己的错误并自己纠错。相反,对低水平学生可采取明确纠错,使他们觉察到自身中介语与目的语之间的差距；对男生可采用明确纠错,使他们及时并直接地得到反馈。相反,对女生可采用重述的方式来保护她们的自尊心。从学生的角度来看,在纠错类型上,大多数学生更关注语法和词汇错误,而忽略语音、表达和语篇错误。然而,要培养综合运用语言的能力,无论是语言的内容还是语言的形式都要给予重视。
[Abstract]:Oral English correction has always been the focus of language scholars and teachers. The reason is that the learners inevitably make mistakes in the process of learning the language, and how to correct the errors will directly affect the students' learning effect. Under the education view of life, the teacher should take into account the students' needs and preferences. The study of students' preference for oral error correction mostly regards students as a whole and seldom pays attention to the group differences within the students. Therefore, it is very rare to explore the study of oral error correction preferences among different groups of students. The difference in oral error correcting preference is the research content, which aims to help teachers adjust the error correction behavior and improve the error correction effect from the perspective of student preference. The research issues mainly focus on two aspects: first, the preference of high and low level students on oral error correction, the difference between the two and the reasons; two, male and female students' preference for oral error correction, two The differences and their reasons. This study uses a qualitative and quantitative method. The quantitative study is based on questionnaire survey. The questionnaire is based on five framework issues of Hendrickson (1978) and is adapted from the questionnaire of Wang Wenfang (2012). The research object is 179 students in the four classes of the first grade. There are 179 copies of the volume and 163 valid questionnaires. The qualitative research adopts the semi structural interview method. From the students participating in the questionnaire survey, 8 subjects are randomly selected as the interviewees, that is, boys, 2 girls each, and 2 high level, low level students each. Through data statistics and analysis, the following main findings are: 1. the necessity of correcting the error. High, low level students all agree with oral error correction; in the type of error correction, although high and low level students agree to correct all types of oral mistakes, they have significant preference differences in their expression errors. Higher level students are more inclined to make mistakes in language forms and pursue higher levels of oral expression. To correct the error of expression; on the subject of error correction, the high and low level students all agree with the teacher or the reference book, the textbook correction, and the correct attitude to the mistakes of the companion, the group members, and the members of the class. In addition, there is a significant difference in the preference of any member of the class in correcting and self correcting. The mechanism of defense and the independence of learning, more disagree with the error correction by any member of the class. On the contrary, the better knowledge of knowledge makes them more inclined to correct themselves; in the time of correction, the high and low level students agree with the delay correction, and do not agree with the immediate correction, and hold the neutral attitude towards the late correction; in the error correction method, though high, Low level students all agree with clear error correction, restatement, request clarification, metalinguistic feedback, inspiration and repetition, but they have significant preference differences in clear error correction, demand for clarification and metalanguage feedback. Low level students tend to clear wrong because of the differences in willingness and ability of independent learning, and the higher students tend to be more inclined to do it. Requirements for clarification and metalanguage feedback.2. in the necessity of error correction, both male and female students agree with oral error correction; in the type of error correction, all types of oral errors should be corrected; in the subject of error correction, the teacher or the reference book, the textbook correction, and the error correction to the self, the companion, the group members, and the members of the class are correct and neutral. Attitude; in the time of error correction, they all agree with the delay correction, and do not agree with the immediate correction, and hold a neutral attitude towards the delay correction. In addition, they have significant preference differences in immediate error correction. The sensitivity and strong self-esteem of the girls make them more disapprove of the immediate error correction; in the error correction method, although male and female all agree to retell. Clarification, metalanguage feedback, inspiration and repetition, but they have significant preference differences in clear error correction and restatement. Boys want immediate, direct feedback, and therefore prefer clear error correction, and girls prefer to retell the problem of self-esteem. The results of this study have some inspiration for high and Middle English teaching and learning: from the teacher's corner. In terms of the degree, we should consider the difference in the preference of the students' oral error correction, adjust the error correction strategy properly in the process of error correction; on the subject of error correction, the teachers should encourage the high level students to correct their own mistakes. Error correction; the language level and emotional factors of the students should be taken into consideration in the choice of the way of error correction. To the high level students, they can take the way of clarification or metalinguistic feedback to make them aware of their own mistakes and correct their own mistakes. On the contrary, they can take a clear correction to the low level students and make them aware of their interlanguage and the target language. On the contrary, the girls can be retold to protect their self-esteem. On the contrary, on the student's point of view, most students pay more attention to grammatical and lexical errors in the type of error correction, but ignore the pronunciation, expression and text errors. The ability to use language, both in language content and in language form, should be emphasized.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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