高中生英语课堂纠错观研究
发布时间：2019-05-11 21:24
【摘要】：在语言学习过程中,错误是不可避免的。20世纪50年代以来,各学派对于外语学习者的语言错误是否应该纠正以及怎样纠正等问题一直存在着争议。一方认为纠正错误能提高学习者的流利性,有助于语言的学习。而另一方对纠错的有效性持怀疑态度,他们认为纠错会增加学习者的焦虑,进而妨碍学习。在语言学习过程中,学习者的情感因素在一定程度上会影响语言纠错的效果。所以,探讨学习者在语言学习过程中的纠错观是一个很有意义的话题。基于上述情况,本研究主要通过调查问卷及访谈的方式来了解高中生在英语课堂上对教师的纠错态度,揭示高中生对英语教师课堂纠错的类型、时机、主体和方式的偏好,旨在进一步揭示外语学习者的心理过程和规律,指导教师配合学生的喜好,有的放矢地运用纠错策略,提升课堂纠错效率,获得良好的学习效果。本研究的研究问题包括：1.高中生是否希望教师进行课堂纠错?2.学生对高中英语课堂纠错的类型、时机、主体和方式的偏好是什么?研究发现：学生认为教师应该纠正他们的错误。他们还认为课堂纠错能提高他们的英语水平,并且不会挫伤他们学习的信心。对于纠错类型,大多学生倾向于语法和词汇方面的错误,其次是语音和言语表达方面。对于纠错时机,大多学生都希望在发言完之后得到纠正。对于纠错主体,大多学生偏向于自己的错误主要由教师纠正而不是同伴。对于纠错方式,总的来说,学生最喜欢的是明确纠错。基于上述发现,本研究给今后的外语教学提供了一些启示。教师要正确认识学生的错误,抓住恰当的时机,选择合适的纠错主体,运用不同的纠错方式,同时保护好学生的自尊心,进行课堂纠错。最终,提高纠错效率与教学效果。
[Abstract]:Errors are inevitable in the process of language learning. Since the 1950s, there has been controversy among various schools as to whether or not foreign language learners should correct their language errors and how to correct them. One side believes that correcting mistakes can improve learners' fluency and help language learning. The other side is sceptical about the effectiveness of error correction, which they think will increase learners' anxiety and hinder learning. In the process of language learning, learners' emotional factors will affect the effect of language error correction to a certain extent. Therefore, it is a very meaningful topic to explore learners' view of correcting mistakes in the process of language learning. Based on the above situation, this study mainly through questionnaires and interviews to understand the attitude of senior high school students to teachers' error correction in English class, to reveal the preference of senior high school students for the type, timing, subject and style of English teachers' classroom error correction. The purpose of this paper is to further reveal the psychological process and rules of foreign language learners, to instruct teachers to use error correction strategies in a targeted way, to improve the efficiency of error correction in classroom, and to obtain good learning results in accordance with students' preferences. The research questions of this study include: 1. Do high school students want teachers to correct classroom error? 2. What are the students' preferences for the types, timing, subjects and ways of error correction in senior high school English classes? The study found that students think teachers should correct their mistakes. They also believe that classroom error correction can improve their English and will not dampen their confidence in learning. For error correction types, most students tend to errors in grammar and vocabulary, followed by pronunciation and speech expression. For the timing of error correction, most students hope to be corrected after the speech. For error correction subjects, most students prefer their own mistakes to be corrected by teachers rather than peers. For error correction methods, in general, students like clear error correction. Based on the above findings, this study provides some implications for foreign language teaching in the future. Teachers should correctly understand the students' mistakes, seize the right time, choose the right error correction subjects, use different error correction methods, protect the students' self-esteem, and carry out the classroom error correction. Finally, the efficiency of error correction and teaching effect are improved.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2474865
[Abstract]:Errors are inevitable in the process of language learning. Since the 1950s, there has been controversy among various schools as to whether or not foreign language learners should correct their language errors and how to correct them. One side believes that correcting mistakes can improve learners' fluency and help language learning. The other side is sceptical about the effectiveness of error correction, which they think will increase learners' anxiety and hinder learning. In the process of language learning, learners' emotional factors will affect the effect of language error correction to a certain extent. Therefore, it is a very meaningful topic to explore learners' view of correcting mistakes in the process of language learning. Based on the above situation, this study mainly through questionnaires and interviews to understand the attitude of senior high school students to teachers' error correction in English class, to reveal the preference of senior high school students for the type, timing, subject and style of English teachers' classroom error correction. The purpose of this paper is to further reveal the psychological process and rules of foreign language learners, to instruct teachers to use error correction strategies in a targeted way, to improve the efficiency of error correction in classroom, and to obtain good learning results in accordance with students' preferences. The research questions of this study include: 1. Do high school students want teachers to correct classroom error? 2. What are the students' preferences for the types, timing, subjects and ways of error correction in senior high school English classes? The study found that students think teachers should correct their mistakes. They also believe that classroom error correction can improve their English and will not dampen their confidence in learning. For error correction types, most students tend to errors in grammar and vocabulary, followed by pronunciation and speech expression. For the timing of error correction, most students hope to be corrected after the speech. For error correction subjects, most students prefer their own mistakes to be corrected by teachers rather than peers. For error correction methods, in general, students like clear error correction. Based on the above findings, this study provides some implications for foreign language teaching in the future. Teachers should correctly understand the students' mistakes, seize the right time, choose the right error correction subjects, use different error correction methods, protect the students' self-esteem, and carry out the classroom error correction. Finally, the efficiency of error correction and teaching effect are improved.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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