本文選題：提示　切入點(diǎn)：重鑄　出處：《西北師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：教師的糾正性反饋在近二十年來得到研究者廣泛的關(guān)注。近年來，反饋研究以多以實(shí)證研究為主，旨在揭示一種或幾種類型的反饋對(duì)二語發(fā)展的作用，包括自然課堂互動(dòng)和實(shí)驗(yàn)室二人一對(duì)一互動(dòng)。涉及的理論包括交互式假說和注意理論等。但其研究結(jié)論確不盡一致，同種反饋的明顯性和隱含性對(duì)反饋效果的研究也較為貧乏。 互動(dòng)假說（Long，1996）認(rèn)為，二語學(xué)習(xí)者與其交流者對(duì)交流失敗所作的語言調(diào)整，有助于學(xué)習(xí)者注意到自身的中介語與目標(biāo)語之間的差異繼而促進(jìn)學(xué)習(xí)者二語的發(fā)展。本研究以互動(dòng)假說為理論框架，結(jié)合二語學(xué)習(xí)者注意的因素，研究提示和重鑄這兩種反饋形式對(duì)二語發(fā)展的作用，以及同種反饋形式明顯性和隱含性的變化對(duì)糾錯(cuò)程度的影響。 本研究采用前測(cè)-后測(cè)-延時(shí)后測(cè)的實(shí)驗(yàn)設(shè)計(jì)，二十五名中等英語水平的蘭州市第十中學(xué)初三學(xué)生參加試驗(yàn)，其中十四個(gè)女生十一個(gè)男生。試驗(yàn)反饋處理通過一次任務(wù)型的對(duì)話互動(dòng)和三個(gè)書面任務(wù)進(jìn)行。三個(gè)書面任務(wù)包括：對(duì)話互動(dòng)前書面故事描述，對(duì)話互動(dòng)后即時(shí)糾錯(cuò)，對(duì)話互動(dòng)一周后延時(shí)糾錯(cuò)。對(duì)話互動(dòng)中教師與學(xué)生進(jìn)行交流并就其語言錯(cuò)誤就行反饋，老師根據(jù)需要選擇反饋形式；對(duì)話互動(dòng)前的書面故事描述是為了對(duì)學(xué)生對(duì)話互動(dòng)中使用的目標(biāo)語進(jìn)行記錄；即時(shí)糾錯(cuò)是為了研究學(xué)生在接受不同反饋形式后的即時(shí)糾錯(cuò)的程度；延時(shí)糾錯(cuò)是為了研究不同反饋形式對(duì)學(xué)生糾錯(cuò)效果的影響及對(duì)二語發(fā)展的作用。 本研究發(fā)現(xiàn)，（1）重鑄和提示都能有效幫助學(xué)生糾錯(cuò)，但在即時(shí)糾錯(cuò)中，重鑄的糾錯(cuò)效果優(yōu)于提示；在延時(shí)糾錯(cuò)中。重鑄和提示的糾錯(cuò)程度均有所下降，但重鑄的下降程度遠(yuǎn)大于提示。（2）提示和重鑄的顯性程度越高糾錯(cuò)效果越好，但在即時(shí)糾錯(cuò)中，顯性程度對(duì)重鑄的影響大于提示，，在延時(shí)糾錯(cuò)中，此效果變小。 本研究的意義在于：結(jié)合學(xué)習(xí)者注意因素對(duì)提示和重鑄兩種不同的反饋方式以及明顯性和隱含性的變化對(duì)糾錯(cuò)程度的影響進(jìn)行研究，加深了我們對(duì)反饋形式，注意和二語習(xí)得之間關(guān)系的認(rèn)識(shí)。本研究的教學(xué)意義在于：教師面對(duì)學(xué)習(xí)者的語言錯(cuò)誤時(shí)，使用提示和重鑄都能有效糾正，但就其糾錯(cuò)程度，提示要優(yōu)于重鑄；其次教師在糾錯(cuò)過程中應(yīng)盡可能多的使用顯性程度較高的反饋形式。
[Abstract]:Teachers' corrective feedback has received extensive attention in the past two decades. In recent years, feedback studies have focused on empirical studies aimed at revealing the role of one or more types of feedback in L2 development. These theories include interactive hypothesis and attention theory. However, the conclusions of the study are not consistent, and the research on the effect of homologous feedback is poor. The interaction hypothesis suggests that L2 learners and their communicators make language adjustments for communication failure. It is helpful for learners to notice the differences between their own interlanguage and target language and thus promote the development of L2. The present study takes the interactive hypothesis as the theoretical framework and combines the factors of L2 learners' attention. The study suggests that the two forms of feedback play an important role in the development of L2, as well as the influence of the change of the obvious and implicit of the same feedback form on the error-correction degree. In this study, an experimental design of pre-test, post-test and delayed post-test was used. 25 middle school junior high school students in Lanzhou 10th took part in the experiment. Among them, 14 girls and 11 boys. The experiment feedback processing was conducted through a task-based dialogue interaction and three written tasks. The three written tasks included: written story description before dialogue interaction, instant error correction after dialogue interaction. The teacher communicates with the students and gives feedback on their language errors. The teacher chooses the form of feedback according to the need. The written story description before the dialogue interaction is to record the target language used in the dialogue interaction, and the immediate error correction is to study the degree of the students' instant error correction after receiving different feedback forms. The purpose of delay error correction is to study the effect of different feedback forms on students' error correction and second language development. This study found that both recasting and prompting can effectively help students to correct errors, but in instant error correction, the error correction effect of recasting is better than that of prompt, and the error correction degree of recasting and prompting has decreased in delayed error correction. But the decreasing degree of recasting is far greater than that of hint. 2) the higher the dominance degree of recasting and the better the error correction effect is, but in the instant error correction, the effect of dominance degree on recasting is greater than that of hint, but in the case of delay correction, the effect becomes smaller. The significance of this study is to study the effects of different feedback modes of cue and recasting, as well as the changes of visibility and implicature on the error correction degree, combining with learners' attention factors, thus deepening our research on the feedback form. The teaching significance of this study lies in: when teachers face learners' language errors, both use hint and recasting can be effectively corrected, but in terms of their error-correcting degree, it is better than recasting; Secondly, teachers should use as many feedback forms as possible in the process of error correction.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H09

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