發(fā)布時(shí)間：2018-06-27 23:03

  本文選題：修正性反饋 + 口語產(chǎn)出�。� 參考：《湖南大學(xué)》2015年碩士論文

【摘要】：在語言學(xué)習(xí)過程中,學(xué)習(xí)者犯一些錯(cuò)誤是無可避免的,他們需要負(fù)面的反饋,因此,教師給學(xué)生提供修正性反饋是普遍現(xiàn)象。事實(shí)上,修正性反饋是英語課堂師生交往中的一個(gè)重要環(huán)節(jié),在教師反饋中占了相當(dāng)?shù)谋壤?Cazden,1988),修正性反饋一直是二語習(xí)得研究的重要課題。自20世紀(jì)80年代起,有些修正性反饋研究或從理論上展開(Dai,1990; Mou, 2004),或從錯(cuò)誤分析的角度進(jìn)行(Dai Shu,1994, Fan,2002)。本研究以二語習(xí)得中Krashen(1982)的輸入假說,Long (1981,1983,1989)的交互假說及Swain (1985)的輸出假說作為理論基礎(chǔ),具體探討以下三個(gè)問題：(1)在以交際性為目標(biāo)的二語課堂中不同的反饋類型和分布是什么?(2)修正性類型的選擇是否取決于錯(cuò)誤類型?(3)反饋類型是否與教師的年齡、性別有關(guān)?本論文選取新課標(biāo)下初中英語課堂教學(xué)的十六節(jié)錄像課為研究對(duì)象,這十六節(jié)課都是在新課標(biāo)理念指導(dǎo)下完成且在2010年全國初中英語課中大賽獲獎(jiǎng)的展示課。結(jié)合數(shù)據(jù)分析,得出以下結(jié)論：①根據(jù)反饋的分類,不同類型的反饋所占的比例差別很大。②各類錯(cuò)誤所獲得的修正性反饋與該類錯(cuò)誤出現(xiàn)的頻率不成正比。針對(duì)不同的錯(cuò)誤類型教師的反饋有明顯的不同,教師對(duì)語音錯(cuò)誤的修正性反饋是最嚴(yán)厲的,對(duì)于詞匯和語用性錯(cuò)誤相對(duì)寬容。③反饋方式與教師年齡、性別的相關(guān)性比較低。中學(xué)外語課堂中修正性反饋類型的研究有著重要的理論和實(shí)踐意義：理論上,研究正面證據(jù)和負(fù)面證據(jù)在二語習(xí)得中的作用；實(shí)踐上,可以給中學(xué)教師教學(xué)提供指導(dǎo),幫助他們能找到一種最適合和有效的反饋手段,提高教學(xué)效果。
[Abstract]:In the process of language learning, it is inevitable for learners to make some mistakes, and they need negative feedback. Therefore, it is common for teachers to provide corrective feedback to students. As a matter of fact, corrective feedback is an important link in the communication between teachers and students in English classroom. It accounts for a considerable proportion of teachers' feedback (Cazdene 1988), and it has always been an important topic in the study of second language acquisition (SLA). Since the 1980s, some modified feedback studies have been carried out either theoretically (Dai 1990; Mour, 2004) or from the perspective of error analysis (Dai Shuang 1994, Fanli 2002). This study is based on Krashen's (1982) input hypothesis and Swain's (1985) output hypothesis. The following three questions are discussed in detail: (1) what are the different types and distributions of feedback in a communicative second language classroom? (2) does the choice of a modified type depend on the wrong type? (3) is the feedback type related to the teacher's age and gender? This thesis selects 16 video classes of junior high school English teaching under the new curriculum standard as the research object. These 16 classes are all completed under the guidance of the new curriculum standard and won prizes in the National Junior High School English Class Competition in 2010. Based on the data analysis, the following conclusion is drawn: 1 according to the classification of feedback, the proportion of different types of feedback varies greatly .2 the correct feedback obtained by various types of errors is not directly proportional to the frequency of such errors. There are obvious differences in feedback among teachers with different types of errors. The correct feedback of teachers on phonetic errors is the most severe, and the relative tolerance of 3. 3 feedback methods for lexical and pragmatic errors is relatively low in relation to teachers' age and gender. The research on the type of modified feedback in middle school foreign language classroom has important theoretical and practical significance: theoretically, to study the role of positive and negative evidence in second language acquisition, and in practice, to provide guidance for the teaching of middle school teachers. Help them to find the most appropriate and effective feedback to improve teaching effectiveness.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2075607