負(fù)反饋與學(xué)習(xí)者即時(shí)回答：大學(xué)英語(yǔ)課堂師生配對(duì)協(xié)商研究
發(fā)布時(shí)間：2018-11-11 14:06
【摘要】：近二十年來(lái),負(fù)反饋研究一直是二語(yǔ)習(xí)得領(lǐng)域的研究重點(diǎn)。在考察負(fù)反饋與學(xué)習(xí)者即時(shí)回答之間關(guān)系時(shí),目前相關(guān)研究存在兩點(diǎn)問(wèn)題：一是現(xiàn)有負(fù)反饋分類框架在指向和類別上存在缺陷；二是研究者主要從認(rèn)知角度考察兩者之間的關(guān)系,對(duì)于負(fù)反饋促進(jìn)語(yǔ)言習(xí)得的過(guò)程卻罕有涉及。本研究具有雙重研究目的：一是構(gòu)建既指向?qū)W習(xí)者語(yǔ)言形式錯(cuò)誤,又針對(duì)其內(nèi)容問(wèn)題的負(fù)反饋分類體系,之后在新分類框架下,采用定量分析方法考察負(fù)反饋與學(xué)習(xí)者即時(shí)回答之間的關(guān)系；二是運(yùn)用語(yǔ)篇分析方法,對(duì)負(fù)反饋促進(jìn)語(yǔ)言習(xí)得的過(guò)程進(jìn)行動(dòng)態(tài)考察。南京某高校875名學(xué)生參與了該研究。教師在課堂上對(duì)其與學(xué)生配對(duì)互動(dòng)進(jìn)行錄音,錄音持續(xù)11周,共計(jì)13小時(shí)50分鐘。研究者之后轉(zhuǎn)寫錄音、分析語(yǔ)料。本研究結(jié)果如下：(1)在大學(xué)英語(yǔ)課堂,學(xué)習(xí)者出現(xiàn)的錯(cuò)誤或問(wèn)題主要有五種類型：詞匯錯(cuò)誤、語(yǔ)音錯(cuò)誤、句法錯(cuò)誤、內(nèi)容問(wèn)題和母語(yǔ)使用。學(xué)習(xí)者詞匯錯(cuò)誤和語(yǔ)音錯(cuò)誤比內(nèi)容問(wèn)題更加可能引發(fā)教師的負(fù)反饋；句法錯(cuò)誤引發(fā)負(fù)反饋的可能性最小。(2)基于現(xiàn)有文獻(xiàn)和收集的語(yǔ)料,本研究構(gòu)建了新的負(fù)反饋分類框架。新框架包括三大類別：由形式錯(cuò)誤引發(fā)的負(fù)反饋,由內(nèi)容問(wèn)題引發(fā)的負(fù)反饋和翻譯式反饋,其中翻譯式反饋是新設(shè)立類別。新框架中有三個(gè)子類為首次發(fā)現(xiàn)：正誤式反饋、意義重復(fù)和翻譯式反饋：但文獻(xiàn)中的四個(gè)子類在本研究語(yǔ)料中沒有出現(xiàn)：元語(yǔ)言反饋、疑問(wèn)句式孤立重鑄(有語(yǔ)用提示)、疑問(wèn)句式合并重鑄和疑問(wèn)句式合并重鑄(有語(yǔ)用提示)。(3)在所有負(fù)反饋類型中,重鑄的使用最為頻繁。這些重鑄通常為陳述句,沒有語(yǔ)用提示,且多是獨(dú)立出現(xiàn)。(4)語(yǔ)料中發(fā)現(xiàn)的學(xué)習(xí)者即時(shí)回答有四種類別：認(rèn)可、修補(bǔ)、需要修補(bǔ)和漢語(yǔ)式修補(bǔ),其中第四種為新發(fā)現(xiàn)類別。(5)負(fù)反饋數(shù)量和學(xué)習(xí)者修補(bǔ)數(shù)量不成正比。在重鑄后的學(xué)習(xí)者即時(shí)回答中,修補(bǔ)占41%。具體而言,在陳述句式孤立重鑄之后,學(xué)習(xí)者能夠糾正一半以上的錯(cuò)誤；而在陳述句式合并重鑄之后,學(xué)習(xí)者僅能糾正1/5的錯(cuò)誤。(6)在由負(fù)反饋和學(xué)習(xí)者即時(shí)回答構(gòu)成的師生配對(duì)協(xié)商中,由5個(gè)話輪或3個(gè)話輪組成的協(xié)商模式最為常用,由6個(gè)以上話輪組成的協(xié)商模式很少使用。此外,一輪負(fù)反饋未必能夠?qū)е聦W(xué)習(xí)者修補(bǔ),修補(bǔ)可能是多輪負(fù)反饋導(dǎo)致的結(jié)果。(7)本研究語(yǔ)料中只有大約一半的協(xié)商模式能夠符合Varonis and Gass(1985)的非母語(yǔ)者協(xié)商模型,因此,基于該模型,本研究構(gòu)建了師生配對(duì)互動(dòng)中負(fù)反饋和修補(bǔ)協(xié)商模型。新模型顯示,從負(fù)反饋到學(xué)習(xí)者修補(bǔ)的過(guò)程中既有單向式運(yùn)行,也有多層面運(yùn)行。通過(guò)這些簡(jiǎn)單或復(fù)雜的運(yùn)行,學(xué)習(xí)者在教師負(fù)反饋之后產(chǎn)生修補(bǔ),并最終促進(jìn)語(yǔ)言習(xí)得。
[Abstract]:In the past two decades, negative feedback has been the focus in the field of second language acquisition (SLA). When examining the relationship between negative feedback and learners' instant response, there are two problems in the current research: first, the existing negative feedback classification framework has defects in direction and category; The other is that the researchers mainly examine the relationship between them from the perspective of cognition, but rarely deal with the process of negative feedback to promote language acquisition. The purpose of this study is twofold: one is to construct a negative feedback classification system, which not only points to the learners' formal errors but also addresses their content problems, and then under the new classification framework. Quantitative analysis was used to investigate the relationship between negative feedback and learners' instant response. The second is to investigate the process of negative feedback promoting language acquisition by discourse analysis. The study involved 875 students from a university in Nanjing. Teachers record their interaction with students in class for 11 weeks for a total of 13 hours and 50 minutes. The researcher then transcribes the recording and analyzes the corpus. The results are as follows: (1) there are five main types of errors or problems in college English classroom: lexical errors, phonetic errors, syntactic errors, content problems and native language use. Learners' vocabulary errors and phonological errors are more likely to lead to negative feedback than content problems. Syntactic errors are least likely to lead to negative feedback. (2) based on existing literature and collected data, a new negative feedback classification framework is proposed. The new framework consists of three categories: negative feedback caused by formal errors, negative feedback caused by content problems and translation feedback, among which translation feedback is a newly established category. For the first time, three subcategories of the new framework are found: positive and false feedback, repetition of meaning and translation feedback. However, four subclasses in the literature are not found in the present study: meta linguistic feedback, question sentence isolated recasting (pragmatic hint). Among all the negative feedback types, recasting is most frequently used in interrogative sentence combination recasting and interrogative sentence merging recasting (). (3 with pragmatic cues). These recasts are usually declarative sentences, without pragmatic cues, and most of them appear independently. (4) the learners found in the corpus have four types of immediate responses: recognition, repair, need to repair and Chinese repair. (5) the number of negative feedback is not proportional to the number of learner patches. Repair accounts for 41% of the recast learners' instant answers. In particular, learners can correct more than half of the errors after the narrative sentence has been reconstructed in isolation. However, after reconstructing the statement structure, the learner can only correct one-fifth of the errors. (6) in the teacher-student pairing negotiation composed of negative feedback and learner's immediate answer, the negotiation model consisting of five or three rounds is the most commonly used. Negotiation models consisting of more than six rounds are rarely used. In addition, one round of negative feedback may not lead to learners' repair, and repair may be the result of multiple rounds of negative feedback. (7) only about half of the negotiation models in the present study can conform to the Varonis and Gass (1985) non-native speaker negotiation model. Therefore, based on this model, the model of negative feedback and repair negotiation in teacher-student pairing interaction is constructed. The new model shows that there are unidirectional and multi-level operations in the process from negative feedback to learner repair. Through these simple or complex operations, the learner can repair the teacher's negative feedback and ultimately promote language acquisition.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319.3
，
本文編號(hào)：2325056
[Abstract]:In the past two decades, negative feedback has been the focus in the field of second language acquisition (SLA). When examining the relationship between negative feedback and learners' instant response, there are two problems in the current research: first, the existing negative feedback classification framework has defects in direction and category; The other is that the researchers mainly examine the relationship between them from the perspective of cognition, but rarely deal with the process of negative feedback to promote language acquisition. The purpose of this study is twofold: one is to construct a negative feedback classification system, which not only points to the learners' formal errors but also addresses their content problems, and then under the new classification framework. Quantitative analysis was used to investigate the relationship between negative feedback and learners' instant response. The second is to investigate the process of negative feedback promoting language acquisition by discourse analysis. The study involved 875 students from a university in Nanjing. Teachers record their interaction with students in class for 11 weeks for a total of 13 hours and 50 minutes. The researcher then transcribes the recording and analyzes the corpus. The results are as follows: (1) there are five main types of errors or problems in college English classroom: lexical errors, phonetic errors, syntactic errors, content problems and native language use. Learners' vocabulary errors and phonological errors are more likely to lead to negative feedback than content problems. Syntactic errors are least likely to lead to negative feedback. (2) based on existing literature and collected data, a new negative feedback classification framework is proposed. The new framework consists of three categories: negative feedback caused by formal errors, negative feedback caused by content problems and translation feedback, among which translation feedback is a newly established category. For the first time, three subcategories of the new framework are found: positive and false feedback, repetition of meaning and translation feedback. However, four subclasses in the literature are not found in the present study: meta linguistic feedback, question sentence isolated recasting (pragmatic hint). Among all the negative feedback types, recasting is most frequently used in interrogative sentence combination recasting and interrogative sentence merging recasting (). (3 with pragmatic cues). These recasts are usually declarative sentences, without pragmatic cues, and most of them appear independently. (4) the learners found in the corpus have four types of immediate responses: recognition, repair, need to repair and Chinese repair. (5) the number of negative feedback is not proportional to the number of learner patches. Repair accounts for 41% of the recast learners' instant answers. In particular, learners can correct more than half of the errors after the narrative sentence has been reconstructed in isolation. However, after reconstructing the statement structure, the learner can only correct one-fifth of the errors. (6) in the teacher-student pairing negotiation composed of negative feedback and learner's immediate answer, the negotiation model consisting of five or three rounds is the most commonly used. Negotiation models consisting of more than six rounds are rarely used. In addition, one round of negative feedback may not lead to learners' repair, and repair may be the result of multiple rounds of negative feedback. (7) only about half of the negotiation models in the present study can conform to the Varonis and Gass (1985) non-native speaker negotiation model. Therefore, based on this model, the model of negative feedback and repair negotiation in teacher-student pairing interaction is constructed. The new model shows that there are unidirectional and multi-level operations in the process from negative feedback to learner repair. Through these simple or complex operations, the learner can repair the teacher's negative feedback and ultimately promote language acquisition.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319.3
，
本文編號(hào)：2325056
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