本文選題：糾錯行為　切入點(diǎn)：學(xué)生期待　出處：《山西師范大學(xué)》2017年碩士論文

【摘要】：外語學(xué)習(xí)領(lǐng)域?qū)W(xué)習(xí)者錯誤的研究始于上世紀(jì)50年代。盡管對學(xué)習(xí)者的錯誤以及糾錯的研究一直很受到眾多研究者的關(guān)注,但研究者對糾錯在二語習(xí)得領(lǐng)域中的角色和意義的爭議很大,沒有形成定論。最近幾年,研究者在這一問題上逐漸達(dá)成共識,他們普遍認(rèn)為糾錯在二語習(xí)得領(lǐng)域有著十分重要的意義。許多研究者如Chaudron(1988),Long(1977)等人對糾錯的模式和方法進(jìn)行了探討。但是對于教師課堂糾錯行為和師生糾錯理念的研究較少。本文基于Chaudron(1988)提出的糾錯模式,對高中英語課堂糾錯教師糾錯行為和師生糾錯理念進(jìn)行調(diào)查研究。本研究通過調(diào)查高中英語課堂上的教師糾錯行為和師生糾錯理念,旨在回答以下三個研究問題:1.當(dāng)前高中英語課堂上教師糾錯現(xiàn)狀是怎樣的?2.師生的糾錯理念是什么樣的?3.師生的課堂糾錯理念是否存在差異?數(shù)據(jù)分析結(jié)果表明:1.教師課堂糾錯現(xiàn)狀。作者通過課堂觀察及部分學(xué)生的訪談得出以下結(jié)論:(1)教師在課堂上糾正最多的是語法錯誤。(2)教師在課堂上更傾向于立即糾正學(xué)生的錯誤。(3)課堂上大部分錯誤均是由教師糾正。(4)教師對于課堂上大部分錯誤均采用明確糾錯的方式。2.師生糾錯理念。作者通過學(xué)生及教師問卷調(diào)查得出以下結(jié)論:(1)師生都認(rèn)為糾錯是十分必要的,但教師認(rèn)為應(yīng)該有選擇的糾錯而學(xué)生則認(rèn)為應(yīng)該糾正所有錯誤。(2)教師認(rèn)為語音錯誤應(yīng)該得到更多的關(guān)注而學(xué)生則認(rèn)為語法錯誤應(yīng)該得到更多關(guān)注。(3)教師教師認(rèn)為延時糾錯更有效而學(xué)生則認(rèn)為立即糾錯更有效。(4)教師和學(xué)生一致認(rèn)為課堂錯誤應(yīng)該由教師糾正。(5)教師認(rèn)為應(yīng)該根據(jù)不同錯誤采取不同的糾錯方式,而學(xué)生則認(rèn)為對各類錯誤均采用明確糾錯的方式更有效。3.對于師生糾錯理念是否一致這一問題,其結(jié)論如下:(1)師生理念在是否糾錯,糾什么錯,何時糾錯和怎樣糾錯這四個問題上存在差異。但是對于由誰糾錯這一問題,教師和學(xué)生持有相同的觀點(diǎn)�；谏鲜霭l(fā)現(xiàn)本研究提出了一些與課堂糾錯相關(guān)的教學(xué)建議,同時也提出了本研究的局限性以及對未來研究的一些建議。
[Abstract]:The study of learners' errors in the field of foreign language learning began in the 1950s.Although the study of learners' errors and error-correction has been paid much attention to by many researchers, there is a great deal of controversy about the role and significance of error-correction in the field of second language acquisition (SLA), and no conclusion has been reached.In recent years, researchers have come to a consensus on this issue. They generally believe that error-correction is of great significance in the field of second language acquisition.Many researchers, such as Chaudrong 1988 and Longli 1977, have discussed the models and methods of error correction.However, there are few researches on teachers'classroom error-correcting behavior and teachers'and students 'error-correcting ideas.Based on the error-correction model proposed by Chaudrong in 1988, this paper investigates the error-correcting behavior of teachers and students in senior high school English classroom and the idea of error-correction by teachers and students.By investigating teachers' error-correcting behaviors and teachers' and students' ideas of error-correction in senior high school English classes, the present study aims to answer the following three research questions: 1.What is the current error correction situation of English teachers in senior high school?What is the idea of correcting errors between teachers and students?Are there any differences in teachers' and students' ideas of correcting errors in class?The data analysis results show that: 1.The present situation of error correction in teachers' classroom.Through classroom observation and interviews with some students, the author draws the following conclusion: (1) most teachers correct grammatical errors in the classroom. (2) Teachers tend to correct students' errors immediately in the classroom. 3) most of the mistakes in the classroom areTeachers to correct most of the errors in the classroom using a clear error correction method. 2.The idea of correcting errors by teachers and students.The author draws the following conclusion from the questionnaire survey of students and teachers: 1) both teachers and students think that it is very necessary to correct errors.But teachers think there should be selective error correction and students think that all errors should be corrected. 2) Teachers think that phonetic errors should receive more attention, while students think grammatical errors should receive more attention. Teachers think teachers think teachers should pay more attention to grammatical errors.Delay error correction is more effective and students think that immediate error correction is more effective. 4) Teachers and students agree that classroom errors should be corrected by teachers. 5) Teachers think that different ways of correcting errors should be adopted according to different errors.However, the students think that it is more effective to correct all kinds of errors clearly. 3.The conclusion is as follows: 1) there are differences in the four problems of whether to correct errors, what to correct, when to correct them and how to correct them.But teachers and students share the same view about who corrects the problem.Based on the above findings, this study puts forward some teaching suggestions related to classroom error correction, as well as the limitations of this study and some suggestions for future research.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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