本文關鍵詞：高中新手英語教師和有經驗英語教師課堂口語糾錯反饋語的對比研究　出處：《伊犁師范學院》2017年碩士論文　論文類型：學位論文

  更多相關文章： 有經驗的教師 新手教師 糾正性反饋語

【摘要】：教師糾正性反饋作為二語習得研究領域的一個熱門話題引起了語言研究者的關注,并從不同角度展開了研究。教師的糾正性反饋語可以促進學習者第二語言水平的發(fā)展,得到了廣泛的認同。國外研究者進行了大量的理論探討和實證性研究,而國內實證性研究并不多見。本文通過考察伊寧市第三中學新手教師和有經驗教師在高中英語課堂互動過程中使用糾正性反饋語的情況,分析探討了該校教師運用糾正性反饋語的基本類型和比例,認為不同教齡段的教師所使用的的糾正性反饋語有所不同,且對語言學習者二語水平的提高所起的作用也有所不同。本文研究是以LysterRanta(1997)的教師糾正性反饋研究為理論基礎,Lsyter將教師糾錯反饋類型分為六種:明確糾錯(explicit correction)、重述(recast)、暗示(elicitation)、元語言反饋(metalinguistic feedback)、要求澄清(clarification)和重復(repetition),其中后四種糾正反饋方式(啟發(fā),元語言反饋,要求澄清和重復)又稱作意義協(xié)商將學生的錯誤分為三類,即:語法錯誤,語音錯誤和詞匯錯誤。本研究主要對伊寧市第三中學高一年級英語組的8位教師所教授的班級進行了課堂觀察、錄音和記錄。每個教師45分鐘,總共360分鐘。通過課堂觀察分析有經驗教師和新手教師使用糾正性反饋語的數(shù)量和類型,通過課后對教師進行了訪談,分析教師對待糾正性反饋語的態(tài)度,研究結果發(fā)現(xiàn):1.在課堂話語中,有經驗的教師使用糾正性反饋語的數(shù)量越多,運用糾正性反饋語的類型較為靈活。2.在教師的糾正反饋語中,有經驗的教師使用意義協(xié)商的方式頻率較高,新手教師多使用明確糾錯和暗示的方式。3.有經驗的教師對于學生的語法錯誤的糾錯數(shù)量較多,新手教師對于語音錯誤的糾錯數(shù)量較多。4,大多數(shù)教師對于糾正性反饋語的使用給予肯定態(tài)度,在一段時間內對于學生錯誤的糾正是有積極影響的。
[Abstract]:As a hot topic in the field of second language acquisition (SLA) teachers' corrective feedback has attracted the attention of language researchers. Teachers' corrective feedback can promote the development of learners' second language level and has been widely recognized. Foreign researchers have carried out a large number of theoretical and empirical research. However, there are few empirical studies in China. This paper examines the use of corrective feedback in the interaction between novice and experienced teachers in Yining No. 3 Middle School. This paper analyzes and discusses the basic types and proportion of corrective feedback used by teachers in our school, and points out that the corrective feedback used by teachers of different teaching years is different. The effect on the improvement of L2 proficiency is different. This study is based on the teacher corrective feedback study conducted by Lyser Ranta1997). Lsyter classifies teachers' error correction feedback into six types: explicit correction and recastasis. Metalinguistic feedback. Requests for clarification and repetition, with the last four ways of correcting feedback (heuristic, meta-linguistic feedback). Also known as meaning negotiation, students' errors are classified into three categories: grammatical errors. Phonetic errors and lexical errors. The present study focuses on the classroom observation, recording and recording of the classes taught by eight English teachers in the English Group of Grade one of the third Middle School of Yining City. Each teacher has 45 minutes of observation. A total of 360 minutes. Through classroom observation and analysis of the number and types of corrective feedback used by experienced and novice teachers, teachers were interviewed after class to analyze teachers' attitude towards corrective feedback. The results show that the more experienced teachers use corrective feedback in classroom discourse, the more flexible are the types of corrective feedback. 2. In teachers' corrective feedback. Experienced teachers use a higher frequency of meaning negotiation, and novice teachers use explicit error correction and hinting methods. 3. Experienced teachers have more error correction for students' grammatical errors. Novice teachers have a large number of errors in pronunciation errors. Most teachers give positive attitude to the use of corrective feedback words and have a positive effect on the correction of students' errors for a period of time.
【學位授予單位】：伊犁師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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