初中生对英语课堂纠错态度的调查研究

发布时间：2019-03-27 12:53

【摘要】：教师的纠错是教师在课堂上与学生互动的有效工具,深刻影响着学生语言的输入与输出,而学习者对英语课堂纠错行为的态度对学习者的语言习得及课堂教师教学效果的提高起着非常重要的作用。初中阶段是学生学习英语的重要时期,是培养学生学习兴趣的关键阶段,学习者对课堂纠错的态度对学生学习英语的兴趣有一定的影响,目前,中学阶段纠错的研究存在着众多不足,初中生对英语课堂纠错持何种态度仍是一个值得探讨的问题。本研究采用问卷调查和访谈的调查方法,研究初中生对英语课堂纠错的态度,揭示出英语学习不同水平的初中生对英语课堂错误纠正的有效性,是否应该纠错,错误纠正的时机,错误纠正的类型,错误纠正的方式,错误纠正的主体的态度,并结合所调查得出的态度,对初中英语一线教师提出课堂纠错的调整措施,以及针对在课堂上如何纠错的一些具有实践意义的教学建议。通过研究数据分析,得出以下结论：学生认为教师应该多纠正他们的错误,并且大部分学生认为有错必纠,高低水平的学生都认为纠错对他们的英语学习有至关重要的作用,可以提高他们的英语水平,高水平学生认为过多的纠错也不会影响他们的信心,而性格内向,自尊心强的部分学生认为他们的信心会因此受到影响。对于纠错类型,高水平的学生认为他们的语法错误应该多纠正,词汇以及语用错误应该少纠正,低水平的学生认为他们所有的错误都应该纠正,语音错误应该少纠正。关于纠错时机,高低水平的学生都认为他们的错误应该在他们表达完后再纠正。同时,低水平的学生认为,他们的错误应该在课后纠正,特别是语法错误。对于纠错主体,高水平的学生更愿意教师引导下的自我纠错,低水平的学生选择的是教师纠错,当学生单独回答问题时,大多数高水平的学生选择的是教师指导下的纠错,低水平的学生想要教师纠错,当学生在小组活动中回答问题时,大多数高水平学生选择的是教师指导下的纠错,而低水平学生选择的是小组成员帮助其纠错。对于纠错方式,高水平的学生选择的是形式协商,低水平的学生选择的明确纠错,尤其是词汇错误。综合所得结论,教师要正确的对待学生的错误,了解以及重视学生对待课堂纠错的态度。选择合适的纠错时机,运用不同的纠错方式,同时要保护好高低水平尤其是低水平学生和性格内向学生的的自尊心。在英语课堂的教学中,满足不同水平学生的主要纠错需要,丰富理论知识,提升纠错的语言意识。加强课堂操作,提高纠错的技巧,提倡自我纠错以及集体纠错,公平的对待不同水平不同性别学生的错误,由此提高英语课堂纠错的效果。
[Abstract]:The teacher's error correction is an effective tool for the teacher to interact with the students in the classroom, which deeply affects the input and output of the students' language. Learners' attitude towards error correction in English classroom plays an important role in learners' language acquisition and the improvement of classroom teachers' teaching results. Junior high school is an important period for students to learn English, and it is the key stage to cultivate students' interest in learning. Learners' attitude towards classroom error correction has a certain impact on students' interest in learning English. There are many deficiencies in the research of error correction in middle school, and the attitude of junior high school students towards error correction in English classroom is still a question worth discussing. This study uses questionnaires and interviews to study the attitude of junior middle school students towards error correction in English classroom, and reveals the effectiveness of correction of errors in English classroom by junior high school students with different English learning levels, and whether they should correct errors or not. The opportunity of error correction, the type of error correction, the way of error correction, the attitude of the main body of error correction, and combined with the attitude obtained from the investigation, put forward the adjustment measures of classroom correction for the first-line teachers of junior middle school English. And some practical teaching suggestions on how to correct errors in the classroom. Through the analysis of the research data, the following conclusions are drawn: the students think that teachers should correct their mistakes more, and most students think that errors must be corrected, and the high and low level students all think that error correction is of vital importance to their English learning. High-level students believe that too much error correction will not affect their confidence, while the introverted, self-respecting part of the students believe that their confidence will be affected. For the type of correction, high-level students think that their grammatical errors should be corrected more, vocabulary and pragmatic errors should be less corrected, low-level students should correct all their mistakes, and phonological errors should be corrected less. When it comes to error-correcting opportunities, high-and low-level students think their mistakes should be corrected after they have expressed them. At the same time, low-level students believe that their mistakes should be corrected after class, especially grammatical errors. For error correction subjects, high-level students are more willing to self-correct under the guidance of teachers, low-level students choose teachers to correct errors, when students answer questions alone, the majority of high-level students choose error correction under the guidance of teachers. Low-level students want teachers to correct errors. When students answer questions in group activities, most high-level students choose error correction under the guidance of teachers, while low-level students choose group members to help them correct errors. For error correction, high-level students choose form negotiation, and low-level students choose explicit error correction, especially vocabulary errors. According to the conclusion, teachers should treat students' mistakes correctly, understand and attach importance to students' attitude towards classroom error correction. Choose the right error correction opportunity, use different error correction methods, and protect the self-esteem of high and low level students, especially low-level students and introverted students. In the teaching of English class, we should satisfy the main needs of students with different levels of error correction, enrich the theoretical knowledge, and improve the language consciousness of error correction. Strengthen the classroom operation, improve the error correction skills, advocate self-error correction and collective error correction, treat the errors of students of different levels and sexes fairly, so as to improve the effect of error correction in English classroom.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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