發(fā)布時(shí)間：2018-01-31 23:42

  本文關(guān)鍵詞： 初中英語(yǔ) 課堂口語(yǔ) 糾錯(cuò)策略　出處：《魯東大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：錯(cuò)誤是語(yǔ)言學(xué)習(xí)過(guò)程中常見的。從90年代以來(lái),越來(lái)越多的學(xué)者相信對(duì)學(xué)習(xí)者出現(xiàn)的錯(cuò)誤給予糾正反饋能夠促進(jìn)其目標(biāo)語(yǔ)的學(xué)習(xí),為此他們做了大量的實(shí)證研究,越來(lái)越多的研究側(cè)重于外語(yǔ)課堂糾錯(cuò)方法與策略等。但這些研究大都以大學(xué)或高中課堂為目標(biāo),而針對(duì)初中英語(yǔ)課堂教學(xué)口語(yǔ)糾錯(cuò)的系統(tǒng)研究較少。鑒于此,本文就初中英語(yǔ)課堂教師口語(yǔ)糾錯(cuò)的實(shí)際狀況進(jìn)行了調(diào)查研究,比較了教師和學(xué)生對(duì)于英語(yǔ)口語(yǔ)糾錯(cuò)的態(tài)度與觀點(diǎn)的異同,并分析其深層次原因。本文的研究對(duì)象為煙臺(tái)十中和煙臺(tái)外國(guó)語(yǔ)實(shí)驗(yàn)中學(xué)的100名學(xué)生和30名初中英語(yǔ)教師。針對(duì)錯(cuò)誤研究的現(xiàn)狀,本研究提出以下三個(gè)研究問題:1)初中英語(yǔ)課堂中學(xué)生口語(yǔ)表達(dá)經(jīng)常出現(xiàn)的錯(cuò)誤有哪些?2)教師和學(xué)生對(duì)是否應(yīng)該糾錯(cuò)分別持怎樣的態(tài)度?3)針對(duì)這些不同類型的口語(yǔ)表達(dá)錯(cuò)誤,教師經(jīng)常在什么時(shí)間采取什么樣的口語(yǔ)糾錯(cuò)策略?為了找到以上三個(gè)研究問題的答案作者采用了三種研究方法,分別是課堂觀察法,問卷法和訪談法。通過(guò)對(duì)本次研究的數(shù)據(jù)分析,作者提出如下主要發(fā)現(xiàn):1)初中英語(yǔ)課堂口語(yǔ)中主要存在四種錯(cuò)誤:分別是語(yǔ)音錯(cuò)誤,詞匯錯(cuò)誤,語(yǔ)法錯(cuò)誤和表達(dá)錯(cuò)誤。2)當(dāng)談到英語(yǔ)課堂中的糾錯(cuò)問題,絕大部分教師和學(xué)生都一致認(rèn)為錯(cuò)誤應(yīng)該及時(shí)糾正,極少數(shù)人對(duì)課堂糾錯(cuò)持消極態(tài)度。3)初中英語(yǔ)課堂中教師經(jīng)常使用的糾錯(cuò)策略主要有四種,即:直接糾錯(cuò)法,重述法,元語(yǔ)言提示法,啟發(fā)法。為了促進(jìn)初中英語(yǔ)課堂口語(yǔ)糾錯(cuò)的有效性,作者根據(jù)此研究提出三條教學(xué)建議:1)培養(yǎng)學(xué)生對(duì)語(yǔ)言學(xué)習(xí)的興趣,在語(yǔ)言的實(shí)際運(yùn)用過(guò)程中提高糾錯(cuò)效率;2)加強(qiáng)師生之間的交流與合作;3)豐富教師的錯(cuò)誤理論知識(shí)并且使之與課堂教學(xué)相結(jié)合。以上教學(xué)建議希望能為初中英語(yǔ)教師的教學(xué)提供參考,以提高初中英語(yǔ)課堂教學(xué)效果。
[Abstract]:Errors are common in the process of language learning. Since 90s, more and more scholars believe that correct feedback on errors made by learners can promote their target language learning. For this reason, they have done a great deal of empirical research, and more and more researches have focused on error-correcting methods and strategies in foreign language classroom. However, most of these studies are aimed at college or senior high school classrooms. However, there is little systematic research on oral correction in junior middle school English classroom teaching. In view of this, this paper makes an investigation and research on the actual situation of oral correction in junior middle school English classroom teachers. This paper compares the attitudes and viewpoints of teachers and students in oral English correction. The research objects of this paper are 100 students and 30 junior high school English teachers in Yantai Ten Middle School and Yantai Foreign language Experimental Middle School. This study raises the following three research questions: 1) what are the common errors in oral expression of middle school students in junior middle school English classes? 2) what are the attitudes of teachers and students on whether they should correct errors? 3) in view of these different types of oral errors, when do teachers often adopt oral error-correcting strategies? In order to find the answers to the above three questions, the author adopted three research methods, namely classroom observation, questionnaire and interview. The main findings are as follows: (1) there are four kinds of errors in oral English in junior middle school: phonetic error, lexical error, grammatical error and expression error. Most teachers and students agree that the mistakes should be corrected in time. A few people have a negative attitude towards correcting errors in the classroom. 3) there are four kinds of error-correcting strategies often used by teachers in junior middle school English classroom. Namely: direct error correction method, restatement method, metalanguage hint method, heuristic method. In order to promote the effectiveness of oral correction in junior middle school English class. According to this study, the author puts forward three teaching suggestions: 1) to cultivate students' interest in language learning, and to improve the error-correcting efficiency in the practical use of language; 2) strengthening the communication and cooperation between teachers and students; 3) enriching teachers' wrong theory knowledge and combining it with classroom teaching. The above teaching suggestions can provide reference for junior middle school English teachers' teaching and improve the effect of junior middle school English classroom teaching.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

【相似文獻(xiàn)】

相關(guān)期刊論文 前5條

1 任靜明 ,胡蓉;Practice and Effect of Appropriate Error-correction in English Teaching[J];Journal of DongHua University;2002年02期

2 顧紅兵;;What is the Most Effective Method of Error Correction in L2 Writing?[J];海外英語(yǔ);2011年10期

3 ZENG Wei;;The Methodology of Self-correction on College Students' English Composition and Results[J];海外英語(yǔ);2014年16期

4 王雪珍;;On Employing the Appropriate Error Correction Strategies to Promote Students'English learning in TEFL[J];科技信息;2009年03期

5 侯廣旭;談?wù)動(dòng)⒄Z(yǔ)Correction等修辭格[J];四川外語(yǔ)學(xué)院學(xué)報(bào);1992年01期

相關(guān)會(huì)議論文 前10條

1 LIU Xiao-hui;LIN Hong-lei ;MOU Wei-hua;;Analysis of the Reliability of the Protected Memories Affected by Soft Errors[A];第四屆中國(guó)衛(wèi)星導(dǎo)航學(xué)術(shù)年會(huì)論文集-S5 衛(wèi)星導(dǎo)航增強(qiáng)與完好性監(jiān)測(cè)[C];2013年

2 ;Single Staged RePair for Severe HyPosPdias with the Modifying Koyanagi Technique:ExPerience in 20 Cases ExPerience in 18 Case[A];第十六屆全國(guó)泌尿外科學(xué)術(shù)會(huì)議論文集[C];2009年

3 YANG Wenke;GONG Hang;ZHU Xiangwei;SUN Guangfu;;Non-reciprocity correction using broadcast ephemeris in Two-way Satellite Time and Frequency Transfer (TWSTFT)[A];第四屆中國(guó)衛(wèi)星導(dǎo)航學(xué)術(shù)年會(huì)論文集-S4 原子鐘技術(shù)與時(shí)頻系統(tǒng)[C];2013年

4 ;Size Concentration Modeling Method for Slashing Process Based on Output Variable Dynamic Correction[A];Proceedings of the 2011 Chinese Control and Decision Conference（CCDC）[C];2011年

5 XING Nan;HU Xiaogong;CAO Yueling;SU Ranran;WU Xiaoli;;Forecast of equivalent clock correction and its application[A];第五屆中國(guó)衛(wèi)星導(dǎo)航學(xué)術(shù)年會(huì)論文集-S3 精密定軌與精密定位[C];2014年

6 ZHANG Yize;CHEN Junping;GONG Xiuqiang;WU Bin;WANG Jiexian;YANG Sainan;LI Mao;;Modeling and application of COMPASS satellite orbits and clocks predicted correction[A];第五屆中國(guó)衛(wèi)星導(dǎo)航學(xué)術(shù)年會(huì)論文集-S5 衛(wèi)星導(dǎo)航增強(qiáng)與完好性監(jiān)測(cè)[C];2014年

7 林三益;杝翼正;;發(fā)展壓力修正法計(jì)算流體與顆粒交互作用問題(英文)[A];2009年度海峽兩岸工程力學(xué)研討會(huì)論文集[C];2009年

8 ;Design of Fuzzy Controller for Flue Gas Temperature of Dedust With Self-set Correction Factor[A];Proceedings of the 2011 Chinese Control and Decision Conference（CCDC）[C];2011年

9 ;Design of AM-OLED Gamma Correction System Based on the LUT[A];中國(guó)光學(xué)學(xué)會(huì)2011年學(xué)術(shù)大會(huì)摘要集[C];2011年

10 Wenjun Zhao;Qing Gao;Daliang Gong;;Analysis on correction accuracy of ionospheric model for Beidou system[A];第五屆中國(guó)衛(wèi)星導(dǎo)航學(xué)術(shù)年會(huì)論文集-S6 北斗/GNSS測(cè)試評(píng)估技術(shù)[C];2014年

相關(guān)碩士學(xué)位論文 前10條

1 李珊珊;初中英語(yǔ)課堂口語(yǔ)糾錯(cuò)策略運(yùn)用調(diào)查[D];沈陽(yáng)師范大學(xué);2013年

2 龐慧哲;基于云平臺(tái)的轉(zhuǎn)錄組數(shù)據(jù)Error correction算法的研究[D];廣西大學(xué);2015年

3 鄒玲佩;大學(xué)英語(yǔ)課堂糾錯(cuò)研究[D];江西師范大學(xué);2015年

4 趙敬;大學(xué)英語(yǔ)課堂糾錯(cuò)師生觀念比較研究[D];廣西師范大學(xué);2015年

5 靳利莎;高中英語(yǔ)課堂教師糾錯(cuò)方式的調(diào)查研究[D];河北師范大學(xué);2016年

6 沈貞;高中不同群體學(xué)生對(duì)英語(yǔ)課堂口語(yǔ)糾錯(cuò)的偏好研究[D];揚(yáng)州大學(xué);2016年

7 高梁藝;初中生對(duì)英語(yǔ)課堂糾錯(cuò)態(tài)度的調(diào)查研究[D];陜西師范大學(xué);2016年

8 董林燕;高中英語(yǔ)課堂中糾錯(cuò)行為與學(xué)生期待的對(duì)比研究[D];山西師范大學(xué);2016年

9 孫海燕;初中英語(yǔ)課堂口語(yǔ)糾錯(cuò)的調(diào)查研究[D];魯東大學(xué);2017年

10 劉暢;不同水平初中生對(duì)英語(yǔ)課堂口語(yǔ)糾錯(cuò)偏好的對(duì)比研究[D];揚(yáng)州大學(xué);2017年

，

本文編號(hào)：1480310