課堂是學(xué)生學(xué)習(xí)知識(shí)和增長(zhǎng)技能的主要場(chǎng)所,教師話語是課堂的組成要素中必不可少的一部分。在二語習(xí)得研究領(lǐng)域,教師課堂話語一直都受到了眾多學(xué)者的廣泛關(guān)注和研究。其中,教師的糾正性反饋是教師課堂話語的重要組成部分,在英語課堂中,學(xué)生犯錯(cuò)誤是難以避免的,因此教師對(duì)學(xué)生所犯錯(cuò)誤的糾正性反饋就顯得尤為重要,它對(duì)學(xué)習(xí)者的語言習(xí)得能夠起到積極的促進(jìn)作用。然而,國內(nèi)研究中,以初中生為對(duì)象的研究很有限,并且也缺乏一些針對(duì)某一具體課型進(jìn)行的研究。因此,基于Lyster和Ranta的分析模式,本研究以初中生為研究對(duì)象,對(duì)初中英語閱讀課中教師糾正性反饋的有效性進(jìn)行分析和探討,研究問題有如下三個(gè):一、探究英語閱讀課中教師對(duì)待錯(cuò)誤的重視程度以及主要糾正何種類型的錯(cuò)誤,例如語音錯(cuò)誤,詞匯錯(cuò)誤,語法錯(cuò)誤等。二、教師是否能夠靈活使用不同的糾正性反饋方式來糾正學(xué)生的錯(cuò)誤,以及針對(duì)不同的錯(cuò)誤類型,教師分別傾向于使用什么樣的糾正性反饋方式。三、以學(xué)生對(duì)教師糾正性反饋的接納以及對(duì)錯(cuò)誤的修正情況為標(biāo)準(zhǔn)來分析不同的糾正性反饋方式的有效性。本研究以青島西海岸新區(qū)辛安初級(jí)中學(xué)的兩位英語教師及其執(zhí)教的四個(gè)班級(jí)的學(xué)生為研究對(duì)象,對(duì)18節(jié)英語閱...

【文章頁數(shù)】：78 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
1.Introduction
    1.1 Research background
    1.2 The significance of the research
        1.2.1 Theoretical significance
        1.2.2 Practical significance
    1.3 Structure of the thesis
2.Literature Review
    2.1 Studies on corrective feedback abroad
    2.2 Studies on corrective feedback at home
3.Theoretical Foundations
    3.1 Key concepts
        3.1.1 Errors
        3.1.2 Corrective feedback
        3.1.3 Uptake
    3.2 Theoretical Foundations
        3.2.1 Input hypothesis
        3.2.2 Interaction hypothesis
        3.2.3 Output hypothesis
        3.2.4 Noticing hypothesis
4.Methodology
    4.1 Research questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Classroom recordings
        4.3.2 Classroom observations
        4.3.3 Questionnaires
    4.4 Research procedures
    4.5 Data collection
        4.5.1 Collection of the classroom recordings and observations
        4.5.2 Collection of the questionnaires
5.Results and Discussion
    5.1 Results and discussion of the classroom recordings
        5.1.1 Overview of students’errors and teachers’corrective feedback
        5.1.2 The relationship between different types of corrective feedback and errors
        5.1.3 The impacts of corrective feedback on students’uptake
    5.2 Results and discussion of the questionnaires
        5.2.1 Results and discussion of the questionnaires for teachers
        5.2.2 Results and discussion of the questionnaires for students
6.Conclusion
    6.1 Major findings of the study
    6.2 Implications
    6.3 Limitations of the study and suggestions for future research
References
Appendix One
Appendix Two
Acknowledgements



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