本文選題：熟手教師　切入點：實習(xí)教師　出處：《南京師范大學(xué)》2017年碩士論文

【摘要】：糾錯反饋是課堂互動不可或缺的部分,一直在二語習(xí)得研究中頗受關(guān)注,占據(jù)重要研究地位�，F(xiàn)有研究表明,有效的糾錯反饋能給學(xué)生提供更多關(guān)注中介語和目標(biāo)語差距的機會,引起更多師生話輪互動,更好地促進學(xué)生中介語的發(fā)展。教師作為糾錯反饋的給予者,其反饋方式能極大影響學(xué)生在課堂上的語言習(xí)得。因此本文提出兩個研究問題:1)實習(xí)教師和熟手教師在糾錯反饋認(rèn)知上有何相同和不同之處? 2)實習(xí)教師和熟手教師給予的糾錯反饋在數(shù)量和具體分布上有何相同和不同之處?根據(jù)研究問題,本文采取量化研究和質(zhì)性研究結(jié)合的研究方法,選取南京某初級中學(xué)兩類教師——熟手教師和實習(xí)教師各4名共8名,通過對其8節(jié)常態(tài)課(每個教師一節(jié)課)共約6小時的課堂觀察,錄音錄像以及分析訪談和問卷調(diào)查,比較兩類教師對糾錯反饋認(rèn)知,糾錯數(shù)量,類型分布和學(xué)習(xí)者回應(yīng)關(guān)系的特點。根據(jù)數(shù)據(jù)結(jié)果,訪談和問卷分析,得出如下結(jié)論:1)從認(rèn)知來看,熟手教師比實習(xí)教師更加以學(xué)生為中心,并且其認(rèn)知和實踐表現(xiàn)的一致性更高;2)實習(xí)教師對特征明顯的錯誤更敏感,更傾向于使用隱性反饋而熟手教師則更偏愛顯性反饋;3)結(jié)果證明提示性語言尤其是引導(dǎo)是最有效的糾錯反饋方式,這和其他研究得出的結(jié)論一致,而重述被認(rèn)為在很多方面對學(xué)生有潛移默化的影響。根據(jù)上述發(fā)現(xiàn)可以得出如下啟示:1)實習(xí)教師應(yīng)更以學(xué)生為中心,減少對課堂的控制;2)實習(xí)教師應(yīng)提高對語法錯誤的敏感性,對語法的作用有客觀正確的認(rèn)識,并向熟手教師學(xué)習(xí)如何進行語音教學(xué)。在使用重述時,熟手教師和實習(xí)教師都應(yīng)對重述有更深入的了解,掌握如何給予重述反饋的技巧;3)熟手教師應(yīng)參加在職培訓(xùn)和學(xué)習(xí),以便學(xué)習(xí)更多的先進理論以促進專業(yè)發(fā)展,使自身教學(xué)更科學(xué)有效。
[Abstract]:Corrective feedback is an integral part of classroom interaction, has been in the two language acquisition research is popular, occupies an important position. The existing research studies show that effective corrective feedback can provide students with more attention to the differences between interlanguage and target language opportunities, attract more teachers and students turn interaction, to better promote the development of students' interlanguage. Teachers as a corrective feedback giver and its feedback to language acquisition in the classroom is greatly affected students. So this paper put forward two research questions: 1) teachers and proficient teachers in the practice of corrective feedback cognitive what similarities and differences? 2) training teachers and proficient teachers give feedback in number and specific what is the distribution of the same and different? According to the research, this paper adopts the research method of quantitative and qualitative research, select the Nanjing a junior high school two class teacher - cooked Hand teachers and student teachers in 4 a total of 8, according to the 8 normal course (each teacher a lesson) a total of about 6 hours of classroom observation, recording and analysis of interviews and questionnaire survey, the number of error correction to compare the two types of teacher corrective feedback, cognitive characteristics and learning response relationship, the types of distribution according to the results, interviews and questionnaire analysis, draw the following conclusions: 1) from a cognitive point of view, more than proficient teachers of student teachers with students as the center, and the consistency of knowledge and practice of higher performance; 2) student teachers are more sensitive to the error characteristics, tend to use implicit feedback and proficient teachers prefer explicit feedback; 3) results of the language especially guide is the most effective corrective feedback, this and other research conclusions are consistent, and the restatement is considered to have a subtle influence on the students in many aspects. According to the These findings can be drawn as follows: 1) the enlightenment practice teachers should take the student as the center, to reduce the control of the class; 2) teachers should improve the sensitivity to practice grammar mistakes, on the role of grammar is an objective understanding, and to the proficient teachers learn how to teach science. In the use of speech restatement, proficient teachers and student teachers should have a better understanding of the restatement, learn how to give feedback restatement skills; 3) proficient teachers should participate in on-the-job training and learning, in order to learn the advanced theory more to promote professional development, make their teaching more scientific and effective.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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