初中英语教师性格类型与其课堂纠错反馈的相关性研究

发布时间：2020-12-23 06:23

　　几十年来,研究者通过对课堂纠错反馈的多方面研究,发现了许多对其选择产生影响的因素,如动机,情感,性格等。性格因素日益引起研究者的重视。然而,国内外对教师性格与课堂纠错反馈的研究十分不足,表明了对这一领域进行研究的显著意义。本研究是初中英语教师(内/外向型性格类型)与其课堂纠错反馈(纠错必要性,纠错时间,纠错主体和纠错方式)的相关性研究。本研究旨在回答以下问题:1)教师性格类型和教师课堂纠错反馈(纠错反馈的四个方面)是否存在关联性?如果假设检验表明,两者之间存在相关性,什么样的相关性?2)内外向性格的初中教师在课堂纠错反馈(纠错反馈的四个方面)上有差异吗?3)如果有差异,内外向性格的初中教师在课堂纠错反馈(纠错反馈的四个方面)上什么差异?为了回答以上问题,本研究以荣格人格理论和Hendrickson纠错反馈理论为依托,采用定量与定性相结合的研究方法对初中32名中青年英语教师进行研究。首先,本研究以荣格人格理论为依据,通过燕国材的内外倾向性格测试,测试了32名中青年英语教师性格类型,从而确定了教师的性格类型。然后以Hendrickson纠错反馈理论为依据,通过邱兆杰的问卷调查对内、外向性格... 

【文章来源】：广东技术师范大学广东省

【文章页数】：112 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Research Purpose
    1.4 Outline of the Thesis
Chapter Two Literature Review
    2.1 Review of Relevant Personality Theories
        2.1.1 General Introduction to Personality
        2.1.2 Definition of Teachers'Personality
        2.1.3 Personality Type
    2.2 Review of Corrective Feedback Theories
        2.2.1 Concepts of Major Terms
        2.2.2 Review of the Necessity of Corrective Feedback
        2.2.3 Review of the Time of Corrective Feedback
        2.2.4 Review of the Subject of Corrective Feedback
        2.2.5 Review of the Way of Corrective Feedback
        2.2.6 Review of Development of Corrective Feedback
    2.3 Review of the Correlation between Teachers'Personality Type and their Corrective Feedback
Chapter Three Theoretical Basis
    3.1 Krashen's Comprehensible Input Hypothesis
    3.2 Long's Interaction Hypothesis
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instrument
        4.3.1 Questionnaires
        4.3.2 Data Classification
        4.3.3 Classroom Observation
        4.3.4 Classroom Records
    4.4 Procedures for Collecting Data
    4.5 Procedures for Analyzing Data
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Personality Type
        5.1.2 Correlations between Teachers'Personality Type and their Classroom Corrective Feedback
            5.1.2.1 Correlation between Teachers'Personality Type and their choice in Classroom Corrective Feedback Necessity
            5.1.2.2 Correlation between Teachers'Personality Type and their Choice in Classroom Corrective Feedback Time
            5.1.2.3 Correlation between Teachers'Personality Type and their Choice in Classroom Corrective Feedback Subject
            5.1.2.4 Correlation between Teachers'Personality Type and their Choice in Classroom Corrective Feedback Way
    5.2 Discussion of Results
        5.2.1 Difference between Introverts and Extroverts in the Necessity of Corrective Feedback
        5.2.2 Difference between Introverts and Extroverts in the Time of Corrective Feedback
        5.2.3 Difference between Introverts and Extroverts in the Subject of Corrective Feedback
        5.2.4 Difference between Introverts and Extroverts in the Way of Corrective Feedback
Chapter Six Conclusion
    6.1 Major Findings of this Study
    6.2 Implications of this Study
    6.3 Limitations of this Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
List of Figures and Tables
Acknowledgements
学位论文数据集表


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博士论文
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