【摘要】：本研究以課堂觀察為主要研究工具,探討了3個英語課堂中的偶發(fā)型聚焦形式引起的學習者接納行為。語段分析顯示,接納在教師引發(fā)型聚焦、語音聚焦、誘導式聚焦、顯性聚焦和復雜聚焦中出現得最為頻繁,成功接納則在反應型聚焦、語音聚焦、誘導式聚焦、隱性聚焦和簡單聚焦中出現得最為頻繁;回歸分析表明,在聚焦的具體類型、語言重心、方式、明晰度和復雜程度五個因素中,能夠預測接納的有具體類型、語言重心和明晰度,能夠預測成功接納的有具體類型、語言重心和方式。
[Abstract]:Using classroom observation as the main research tool, the present study explores the learner acceptance behavior caused by the accidental style of focus in three English classrooms. Segment analysis showed that admission appeared most frequently in teacher induced focus, speech focus, inductive focus, dominant focus and complex focus, while successful admission was found in reactive focus, speech focus, inductive focus. Regression analysis showed that among the five factors, the specific type of focus, the focus of language, the way, the degree of clarity and the degree of complexity, there were specific types that could predict acceptance. Linguistic focus and clarity can predict successful acceptance of specific types, linguistic focus and ways.
【作者單位】： 湘潭大學;
【基金】：教育部人文社科項目“英語教師直供輸入式反饋與誘導輸出式反饋的對比研究”(14YJC740088)的階段性成果
【分類號】：H319.3

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