發(fā)布時(shí)間：2018-03-22 18:03

  本文選題：高中英語課堂　切入點(diǎn)：口頭糾錯(cuò)反饋　出處：《廣西師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：糾錯(cuò)反饋一直是外語與第二語言教學(xué)研究領(lǐng)域的一個(gè)主題,而糾錯(cuò)反饋策略的有效性則成了語言課堂環(huán)境中糾錯(cuò)反饋研究的重點(diǎn),但其中對學(xué)習(xí)者情感的研究卻很少。因此本文從學(xué)生情感需求的角度來研究糾錯(cuò)反饋的有效性,并試圖探討教師的糾錯(cuò)反饋方式對不同英語水平學(xué)生的情感如態(tài)度、焦慮、自尊和動(dòng)機(jī)的影響。筆者采用問卷、訪談和課堂觀察等研究工具對湖南省婁底市第一中學(xué)357名高一學(xué)生和4名高一英語教師進(jìn)行調(diào)查研究,旨在探討以下三個(gè)方面的問題:(1)高中英語課堂中不同英語水平的學(xué)生對口頭錯(cuò)誤和糾錯(cuò)反饋是否持相同的態(tài)度?(2)高分組學(xué)生和低分組學(xué)生對教師糾錯(cuò)反饋會(huì)做出怎樣的情感反應(yīng)?(3)糾錯(cuò)反饋過程中高分組學(xué)生和低分組學(xué)生之間是否存在情感需求差異?研究發(fā)現(xiàn):高分組和低分組學(xué)生對錯(cuò)誤和糾錯(cuò)反饋持肯定態(tài)度,并且在糾錯(cuò)反饋過程中存在情感需求差異。首先,出于面子問題,二者都更喜歡教師糾錯(cuò)而反感同伴糾錯(cuò),同時(shí)高分組學(xué)生對于自我糾錯(cuò)的動(dòng)機(jī)更強(qiáng)。其次,當(dāng)教師頻繁糾錯(cuò)時(shí),低分組學(xué)生比高分組學(xué)生更容易緊張和受挫。同樣在糾錯(cuò)時(shí)機(jī)上,低分組學(xué)生的消極情緒體驗(yàn)明顯多于高分組學(xué)生,但是二者都更渴望延時(shí)糾錯(cuò),因?yàn)檠訒r(shí)糾錯(cuò)和及時(shí)糾錯(cuò)相比更能降低學(xué)生的焦慮。最后,對于糾錯(cuò)方法,重述最受二者的喜愛,因?yàn)樗鼛缀醪粫?huì)對學(xué)生情感造成任何傷害,而明確糾錯(cuò)則會(huì)讓學(xué)生產(chǎn)生焦慮并在某種程度上傷害到他們的自尊,但是高分組學(xué)生比低分組學(xué)生更能容忍和接受明確糾錯(cuò)。然而在提示反饋上,高分組學(xué)生和低分組學(xué)生之間存在著顯著性差異,當(dāng)教師進(jìn)行提示反饋時(shí),高分組學(xué)生表現(xiàn)出更高的動(dòng)機(jī)和冒險(xiǎn)心,并且經(jīng)常從中獲得成就感,但是低分組學(xué)生由于語言知識(shí)貧乏而產(chǎn)生更多的焦慮和自卑心理,所以對此非常排斥。依據(jù)以上研究結(jié)果,本文試圖從教師教學(xué)理論素養(yǎng)、教學(xué)實(shí)際情況、糾錯(cuò)主體、不同的糾錯(cuò)反饋技巧以及現(xiàn)代新型糾錯(cuò)反饋工具五個(gè)方面提出建議,為提高中學(xué)英語課堂糾錯(cuò)反饋的有效性提供借鑒和參考。
[Abstract]:Error-correcting feedback has always been a topic in the research field of foreign language and second language teaching, and the effectiveness of error-correction feedback strategy has become the focus of error-correction feedback research in the classroom environment. However, there are few researches on learners' affections. Therefore, this paper studies the effectiveness of error-correction feedback from the perspective of students' emotional needs, and attempts to explore the teachers' ways of error-correcting feedback to students with different English proficiency, such as attitude and anxiety. The influence of self-esteem and motivation. The author uses questionnaire, interview and classroom observation to investigate 357 senior high school students and 4 senior English teachers from No.1 Middle School in Loudi City, Hunan Province. This paper aims to explore the following three questions: 1) do students with different English proficiency in senior high school have the same attitude towards oral errors and error correction feedback? 2) what kind of emotional response will high score students and low group students make to teachers' error correction feedback? 3) are there any differences in emotional needs between high score students and low group students in the process of error correction feedback? The study found that the high score group and the low group students have positive attitude towards error correction and error correction feedback, and there are different emotional needs in the process of error correction feedback. Firstly, for the sake of face, both of them prefer teachers to correct errors and dislike peer error correction. At the same time, the students in the high score group had stronger motivation for self-correction. Secondly, when the teacher corrected errors frequently, the students in the lower group were more nervous and frustrated than the students in the high score group. The negative emotion experience of low group students is obviously more than that of high score group students, but both of them are more eager to delay error correction, because delay error correction can reduce students' anxiety more than timely error correction. Finally, for error correction methods, Restatement is most popular because it does little harm to students' emotions, and explicit error correction can cause anxiety and, to some extent, hurt their self-esteem. However, there was a significant difference between the high score group and the low group students, when the teacher made the prompt feedback, there was a significant difference between the high score group students and the low group students, but the students in the high score group were more tolerant and accepted explicit error correction than the low group students. The students in the high score group showed higher motivation and risk-taking, and often gained a sense of achievement from it. However, the students in the lower group had more anxiety and inferiority complex due to their poor language knowledge, so they were very resistant to it. This paper attempts to put forward some suggestions from five aspects of teachers' teaching theory literacy, teaching practice, error correction subject, different error correction feedback techniques and modern new error correction feedback tools. To improve the effectiveness of middle school English classroom error correction feedback to provide reference and reference.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1649770