本文選題：教師糾錯　切入點：同伴糾錯　出處：《浙江大學》2011年碩士論文　論文類型：學位論文

【摘要】：目前,對外漢語教學的糾錯策略大多都是圍繞教師糾錯展開的,而忽略了同是課堂重要活動的同伴糾錯。語音教學是對外漢語教學的難點,如何提高學生的語音水平,一直是研究者關(guān)注的焦點。本文對初級階段的口語課堂進行了一項實證研究,探討了“同伴糾錯性反饋”對學生語音水平的影響。具體而言,本論文試圖回答以下三個問題： 1.同伴糾錯性反饋對學生語音學習是否有促進作用? 2.學生對同伴糾錯性反饋的態(tài)度如何? 3.學生之間是通過哪些方式糾錯的? 本實驗為期8周,在浙江大學國際教育學院進行。被測是一年級兩個平行班的學生(實驗班,18人；控制班,17人)。實驗前,對兩個班進行了前測,結(jié)果顯示兩個班學生的語音水平無明顯差異。實驗過程中,控制班只采用“教師糾錯”糾正學生的語音錯誤；實驗班則采用“教師糾錯”+“同伴糾錯”的方式。在此過程中,筆者對兩個班進行了兩次課堂錄音。實驗結(jié)束后,兩個班的學生都接受了后測。另外,實驗班的學生還進行了問卷調(diào)查和學生訪談。 研究表明,實驗班和控制班的學生成績都得到了顯著提高,說明兩種糾錯方式都能促進學生的語音習得。但是,實驗班的成績遠遠高于控制班,這表明,“教師糾錯+同伴糾錯”的方式更加有效,同時也證明了“同伴糾錯性反饋”能促進學生的語音學習。另外,絕大多數(shù)學生都對同伴糾錯持肯定態(tài)度,認為同伴糾錯很有幫助。在糾錯過程中,學生之間通過舉例、重復、圖片、用西班牙語/英語/漢語等方式來解釋和糾錯。 本研究表明“同伴糾錯性反饋”能促進學生的語音學習,在以后的教學中,可以采用教師糾錯為主,同伴糾錯為輔的教學方式,即減輕了教師的負擔又激發(fā)了學生的學習熱情。
[Abstract]:At present, most of the error-correcting strategies in teaching Chinese as a foreign language are focused on the teachers' error correction, while ignoring the peer error correction that is also an important activity in the classroom. Phonetics teaching is a difficult point in teaching Chinese as a foreign language, and how to improve the students' phonetic level. This paper makes an empirical study on the effect of peer error-correcting feedback on students' phonetic proficiency. In particular, this thesis attempts to answer the following three questions:. 1. Does peer error correction feedback promote students' phonological learning? 2. What is the attitude of students to peer error-correcting feedback? 3. How do students correct errors among themselves? The experiment lasted 8 weeks and was conducted at the School of International Education, Zhejiang University. The students in two parallel classes (18 students in the experimental class and 17 students in the control class) were tested before the experiment. The results showed that there was no significant difference in pronunciation level between the two classes. During the experiment, the control class only used "teacher error correction" to correct students' phonetic errors, while the experimental class adopted "teacher error correction" and "peer error correction". The two classes were recorded twice. After the experiment, the students of the two classes received the post-test. In addition, the students in the experimental class also conducted a questionnaire survey and student interviews. The results of the study show that both the experimental class and the control class have achieved significant improvement, indicating that both methods of error correction can promote the students' phonetic acquisition. However, the results of the experimental class are far higher than those of the control class. This shows that the "teacher error-correcting peer correction" approach is more effective, and it also proves that "peer error-correcting feedback" can promote students' phonetic learning. In addition, most students have a positive attitude towards peer error correction. In the process of error correction, students explain and correct errors through examples, repetition, pictures, Spanish / English / Chinese and so on. This study shows that "peer error correction feedback" can promote students' phonetic learning. Not only lighten the burden of teachers, but also stimulate the enthusiasm of students.
【學位授予單位】：浙江大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：H195

【引證文獻】

相關(guān)期刊論文 前1條

1 葛虹宇;;高職高專院校英語口語課堂糾正性反饋實驗研究[J];青年文學家;2013年10期

相關(guān)碩士學位論文 前3條

1 趙立博;漢語正音課研究[D];黑龍江大學;2012年

2 費瑤;初中英語語法教學中學習者假設(shè)修正意識的培養(yǎng)[D];上海師范大學;2012年

3 劉碧心;對泰漢語聲母糾偏教學對策實驗研究[D];北京大學;2013年

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本文編號：1569267