課堂教學(xué)是語言習(xí)得,英語學(xué)習(xí)的主要渠道。在語言學(xué)習(xí)過程中,英語犯錯不可避免。過去幾十年的英語教學(xué)中都是以老師為中心的英語課堂形式。因此,探索學(xué)生對糾正反饋的偏好可能會對英語學(xué)習(xí)有一定的影響。越來越來的學(xué)者意識到糾正反饋的重要性,也對此做了大量的研究。大多數(shù)學(xué)生意識到糾錯是有效的,希望被糾錯。但是針對不同學(xué)生水平的糾錯問題,從學(xué)生視角發(fā)現(xiàn)他們對糾錯的偏好的研究少之又少。所以本篇論文選擇了以英語專業(yè)在職研究生和以國際商務(wù)英語本科專業(yè),總共91個學(xué)生為研究對象,鑒于年齡區(qū)間不同,教育程度不同,出生年代不同,心理和文化不同,個性不同,使用語言環(huán)境不同和語言應(yīng)用目的不同分為群體1和群體2。本篇的研究方法主要是調(diào)查問卷,通過問卷星收集了 91份問卷,然后通過正反向問題剔除了 9份無效問卷,保留了 82有效問卷,緊接著通過SPSS自變因子教育和年齡不同的描述統(tǒng)計,獨(dú)立T分析數(shù)據(jù)等定量和通過對問答題的30份定性分析來探尋學(xué)生在犯英語錯誤時希望誰（老師,同學(xué)和以英語為母語的本土?xí)捳撸﹣砑m正他們的錯誤和他們在對錯誤類型,糾正反饋類型,接收糾正反饋的時間和場合的偏好�；谝陨戏治龅贸龅慕Y(jié)論如下:（1）對于... 

【文章來源】：北京外國語大學(xué)北京市 211工程院校 教育部直屬院校

【文章頁數(shù)】：97 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter 1 Introduction
    1.1.Background of the Research
    1.2.Research Objectives
    1.3.Significance of the Research
    1.4.Structure of the Thesis
Chapter 2 Literature Review
    2.1.The Evolution of SLA
    2.2.Current Studies of Preferences on Corrective feedback in Overseas
        2.2.1 Errors and mistakes
        2.2.2 Error Types
        2.2.3 Corrective feedback
        2.2.4 Different Types of Corrective feedback
        2.2.5 The Effects on Different Types of Corrective feedback
        2.2.6 Preferences on Corrective feedback
        2.2.7 Preferred Persons to Correct Their Errors
        2.2.8 Preferred Timings and Occasions of Receiving Corrective feedback
    2.3.Current Studies of Preferences on Corrective feedback in China
    2.4.Research Gap
Chapter 3 Research Methodology
    3.1.Research Questions
    3.2.Aims
    3.3.Research Design: Questionnaire
    3.4.Participants
        3.4.1 The Basic Information and Composition of Each Group
        3.4.2 An Overview of Participants' Commonalities
    3.5.Methods & Material
        3.5.1 Source of Items Involved in the Questionnaire
        3.5.2 The Materials of the Questionnaire
    3.6.Procedures
    3.7.Data Collections
        3.7.1 The Full Picture of Questionnaire
        3.7.2 The Validations on the Reliability and Validity of Questionnaire
Chapter 4 Results
    4.1.Results
        4.1.1 Their Preferences on Feedback versus no Feedback
        4.1.2 Their Preferences on Teachers and Native speakers over Peers
        4.1.3 Their Preferred Vocabulary Errors and Pronunciation Errors to be corrected in the FirstPlace
        4.1.4 Group 1's Preference on Repetition and Meta-linguistic Clue versus Group 2'sPreference on Explicit Correction
        4.1.5 Group 1's Preference on Delayed Feedbacks on Another Occasions versus Group 2'sPreference on Immediate Feedbacks on Site
        4.1.6 The Confirmed Positive Effects on Continual Feedbacks
        4.1.7 Traits of "Good Learners" and Some Re-confirmed Results on Feedbacks
Chapter 5 Discussions
    5.1 Discussions on Results of Students' Preferences
    5.2 Discussions Related on the Reasons behind Their Preferences
Chapter 6 Conclusions and Implications
    6.1 Conclusions of the Research
    6.2 Pedagogical Implications on Future Language Teaching
    6.3 Limitations of the Research
References
Appendix A: Questionnaire Participation Consent
Appendix B: My Questionnaire
Appendix C: 30 Valid Answers about one Open Question
Appendix D: The correlations between research questions and items of questionnaire
Appendix E: The material sources of items in the questionnaire



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