發(fā)布時(shí)間：2021-01-04 02:44

　　近年來,英語課堂中的教師話語受到了廣泛的關(guān)注。教師在課堂上的提問、反饋、教學(xué)等話語對學(xué)習(xí)者的語言學(xué)習(xí)有重要影響。糾錯(cuò)性反饋?zhàn)鳛榻處熣n堂話語的一種,國內(nèi)外對其類型、功能、影響方面的研究較多,但基于啟發(fā)（Initiation）-回應(yīng)（Response）-反饋（Feedback）模式（又稱IRF話語分析模式）,對教師課堂糾錯(cuò)性反饋的現(xiàn)狀研究比較少。作為教師話語分析的有效工具,IRF話語分析模式對于分析課堂對話有效性有重要意義,它將課堂話語分為:教師發(fā)問,學(xué)生回應(yīng)和教師反饋,又稱為“三元話步”。在此框架下的教師反饋語研究對于促進(jìn)教師教學(xué)有重要的現(xiàn)實(shí)意義。因此本研究基于IRF話語分析模式,采用量化與質(zhì)性相結(jié)合的方法,以四川省成都市某中學(xué)為例,對高一年級3位英語老師的課堂教學(xué)進(jìn)行為期三個(gè)月的觀察與轉(zhuǎn)錄,分析教師糾錯(cuò)性反饋的現(xiàn)狀。再分別對三位老師進(jìn)行訪談,并分批次隨機(jī)抽取10位同學(xué)進(jìn)行訪談,了解他們對教師課堂糾錯(cuò)性反饋的態(tài)度。最后通過問卷調(diào)查,進(jìn)一步對比教師和學(xué)生對課堂糾錯(cuò)性反饋態(tài)度的差異。主要研究以下問題:1.不同英語水平的班級,教師的糾錯(cuò)性反饋現(xiàn)狀如何?2.IRF模式下,學(xué)生能有效接納的糾錯(cuò)性反... 

【文章來源】：四川師范大學(xué)四川省

【文章頁數(shù)】：92 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background Information
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Key Terms and Basic Concepts
        2.1.1 Error
        2.1.2 Corrective Feedback
        2.1.3 Uptake
        2.1.4 Initiation-Response-Feedback（IRF）Model
    2.2 Theoretical Basis
        2.2.1 Error Analysis Theory
        2.2.2 Swain's Output Hypothesis
        2.2.3 Interaction Hypothesis
    2.3 Previous Studies Abroad and at Home
        2.3.1 The Previous Studies on Teacher's Classroom Corrective Feedback Abroad andat Home
        2.3.2 Previous Studies on IRF Model Abroad and at Home
Chapter Three Research Methodolody
    3.1 Research Questions
    3.2 Research Participants
        3.2.1 Teacher Participants
        3.2.2 Student Participants
    3.3 Research Instruments
        3.3.1 Classroom Observation
        3.3.2 Questionnaires
        3.3.3 Interviews
    3.4 Research Procedures
    3.5 Data Collection and Data analysis
Chapter Four Results and Discussion
    4.1 Analysis of Classroom Corrective Feedback in the Different English ProficiencyLevel Classes
        4.1.1 The Overview of Classroom Discourse under IRF Model
        4.1.2 Analysis of Error Types
        4.1.3 Analysis of Corrective Feedback Types Based on Error Types
        4.1.4 Analysis of Uptake Based on Different Types of Corrective Feedback
    4.2 Comparison between Teachers and Students' Attitudes towards Corrective Feedback.
        4.2.1 General Attitudes towards Corrective Feedback
        4.2.2 Attitudes towards the Types of Error
        4.2.3 Attitudes towards the Best Time of Corrective Feedback
        4.2.4 Attitudes towards the Subjects of Corrective Feedback
        4.2.5 Attitudes towards the Ways of Corrective Feedback
    4.3 Some Suggestions to Improve the Effectiveness of English Teachers'Classroom Corrective Feedback in Senior High School
        4.3.1 Diversifying the Corrective Feedback Techniques
        4.3.2 Adjusting the Teaching Strategies
        4.3.3 Giving More Opportunities for the Error Repair
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Limitations of the Research
    5.3 Suggestions for Further Study
Bibliography
Appendixes
Acknowledgements



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