本文選題：糾錯(cuò)行為 + 學(xué)生期待　； 參考：《山西師范大學(xué)》2016年碩士論文

【摘要】：在語言學(xué)習(xí)的過程中,學(xué)習(xí)者出現(xiàn)錯(cuò)誤是一件不可避免的事情。Corder(1967)曾經(jīng)說過“在外語學(xué)習(xí)過程中,錯(cuò)誤具有很重大的意義。錯(cuò)誤不僅能向研究者提供學(xué)習(xí)者是如何學(xué)習(xí)或者習(xí)得語言的證據(jù),還可以了解學(xué)習(xí)者在習(xí)得語言的過程中所使用的學(xué)習(xí)策略”。糾錯(cuò)具體是指教師對學(xué)習(xí)者在語言學(xué)習(xí)過程中出現(xiàn)的錯(cuò)誤做出回應(yīng)的方式�，F(xiàn)在教師普遍認(rèn)為,糾錯(cuò)是課堂教學(xué)過程中必須要面臨的一個(gè)問題。在課堂糾錯(cuò)中,教師不僅要保證糾錯(cuò)的有效性,還要能夠維護(hù)學(xué)習(xí)者的自尊心。本研究通過調(diào)查高中英語課堂上的糾錯(cuò)行為和學(xué)生期待的糾錯(cuò)行為,旨在對比課堂上的糾錯(cuò)行為是否和學(xué)生期待的一致。為此,筆者提出了以下3個(gè)研究問題：1.高中英語課堂上的糾錯(cuò)行為是怎樣的?(糾正哪些錯(cuò)誤、何時(shí)糾錯(cuò)、怎樣糾錯(cuò)以及誰來糾錯(cuò))2.學(xué)生期待的糾錯(cuò)行為是怎樣的?3.高中英語課堂上的糾錯(cuò)行為是否符合學(xué)生的期待?本論文主要采用問卷調(diào)查和課堂觀察的調(diào)查方法,并結(jié)合訪談法,對高中英語課堂上的糾錯(cuò)行為和學(xué)生期待的糾錯(cuò)行為進(jìn)行調(diào)查研究。研究發(fā)現(xiàn)：1.在課堂上,語音和語法錯(cuò)誤經(jīng)常被糾正而詞匯,表達(dá)和語篇錯(cuò)誤很少受到關(guān)注；就糾錯(cuò)時(shí)機(jī)而言,大部分的錯(cuò)誤都在學(xué)生表達(dá)完之后糾正的、但也有些語音和語法錯(cuò)誤是被立即糾正的；就糾錯(cuò)主體而言,大部分的錯(cuò)誤都是教師糾正的,但也有相當(dāng)一部分語法錯(cuò)誤是學(xué)生自己糾正的：就糾錯(cuò)方式而言,大部分的語音,表達(dá)和語篇錯(cuò)誤都是通過直接的方式來糾正的,詞匯錯(cuò)誤是通過啟示法來糾正的,語法錯(cuò)誤是通過重述法來糾正的。2.當(dāng)談及糾正哪些錯(cuò)誤的時(shí)候,學(xué)生最想要糾正的是語法和詞匯錯(cuò)誤,其次是語音錯(cuò)誤,最不愿意糾正的是表達(dá)錯(cuò)誤：就糾錯(cuò)時(shí)機(jī)而言,大部分學(xué)生期望在他們表達(dá)結(jié)束之后再糾正,但在語音和詞匯錯(cuò)誤方面,也有一些同學(xué)喜歡立即糾正；就紅錯(cuò)主體而言,大部分學(xué)生期望教師糾正他們的錯(cuò)誤；就糾錯(cuò)方式而言,大部分學(xué)生期望用啟示法和中介語方法來糾正語音錯(cuò)誤,直接的方式糾正詞匯錯(cuò)誤,重述法糾正語法,表達(dá)和語篇錯(cuò)誤。3.談及糾正哪些錯(cuò)誤,在糾正語音和詞匯錯(cuò)誤方面,課堂糾錯(cuò)行為不符合學(xué)生的期待；談及何時(shí)糾正錯(cuò)誤時(shí),大部分教師和學(xué)生都喜歡在學(xué)生表達(dá)完后糾正,但在詞匯錯(cuò)誤方面,也有一些同學(xué)喜歡立即糾正,而老師卻很少這樣糾正；當(dāng)談及由誰來糾正錯(cuò)誤時(shí),雙方的首選都是教師糾錯(cuò),但在語法錯(cuò)誤方面,實(shí)際上接近一半的語法錯(cuò)誤是由學(xué)生自己糾正的；當(dāng)談及怎樣糾錯(cuò)時(shí),學(xué)生最喜歡用重述法糾正他們表達(dá)和語篇錯(cuò)誤,但在課堂上老師會(huì)用直接的方式糾正這些錯(cuò)誤。學(xué)生喜歡用直接的方式糾正詞匯錯(cuò)誤,但教師卻用啟發(fā)法糾正詞匯錯(cuò)誤。因此,在如何糾正錯(cuò)誤方面,課堂糾錯(cuò)行為不符合學(xué)生的期待。
[Abstract]:In the process of language learning, it is inevitable for learners to make mistakes.Errors can not only provide researchers with evidence of how learners learn or acquire a language, but also understand the learning strategies used by learners in the process of language acquisition.Error correction refers to the way that teachers respond to errors made by learners in the process of language learning.Now teachers generally think that error correction is a problem that must be faced in classroom teaching.In classroom error correction, teachers should not only ensure the effectiveness of error correction, but also maintain the self-esteem of learners.By investigating the error-correcting behavior and the expected error-correction behavior in high school English classroom, this study aims to compare whether the error-correction behavior in the classroom is consistent with the students' expectation.Therefore, the author puts forward the following three research questions: 1.What is the error-correcting behavior in high school English class?Correct which errors, when, how and who will correct them.What kind of error-correcting behavior students expect?Is the error-correcting behavior in high school English classroom in line with students' expectations?This thesis mainly adopts the survey method of questionnaire and classroom observation, and combines the interview method to investigate the error-correcting behavior and the students' expectation of error-correcting behavior in senior high school English classroom.The study found that 1: 1.In class, phonetic and grammatical errors are often corrected while vocabulary, expression and discourse errors are rarely paid attention to; in terms of error correction timing, most of the errors are corrected after the students have expressed them.But there are also phonetic and grammatical errors that are corrected immediately; in the case of error correction subjects, most of the errors are corrected by the teacher, but a considerable number of grammatical errors are corrected by the students themselves: in terms of error correction, most of the pronunciation,Both expressive and textual errors are corrected by direct means, lexical errors are corrected by apocalyptic methods, and grammatical errors are corrected by restatement.When it comes to which mistakes to correct, the students most want to correct grammatical and lexical errors, followed by phonetic errors, and the least willing to correct errors of expression: in terms of the timing of error correction,Most students expect to correct their mistakes after their expression, but in pronunciation and vocabulary errors, some students prefer to correct them immediately, and most students expect teachers to correct their mistakes as far as the subject of red error is concerned.In terms of error-correction methods, most students expect to correct pronunciation errors by revelation and interlanguage methods, correct lexical errors by direct means, and correct grammatical, expressive and textual errors by restatement.When it comes to when to correct errors, most teachers and students prefer to correct them after they have expressed their mistakes, but in terms of vocabulary errors, most teachers and students prefer to correct them.Some students like to correct them immediately, but teachers seldom do so. When it comes to who will correct the mistakes, the first choice for both parties is the teachers to correct mistakes, but in terms of grammatical errors,In fact, nearly half of the grammatical errors are corrected by the students themselves. When it comes to how to correct errors, the students prefer to correct them with restatement method, but in the classroom, the teacher corrects them in a direct way.Students prefer to correct lexical errors in direct ways, but teachers use heuristic methods to correct them.Therefore, in how to correct errors, classroom error-correction behavior does not meet the expectations of students.
【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】：2016
【分類號】：G633.41

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