發(fā)布時(shí)間：2018-05-02 03:20

  本文選題：糾錯(cuò) + 態(tài)度��； 參考：《閩南師范大學(xué)》2016年碩士論文

【摘要】：在二語習(xí)得的過程中,出現(xiàn)口語錯(cuò)誤是非常普遍的現(xiàn)象。如何對(duì)待學(xué)生出現(xiàn)的口語錯(cuò)誤一直是語言學(xué)家研究的重點(diǎn)。如今,國(guó)內(nèi)外學(xué)者已經(jīng)普遍認(rèn)同糾錯(cuò),錯(cuò)誤在一定程度上反應(yīng)了學(xué)習(xí)者的語言能力,教師可以根據(jù)學(xué)生的錯(cuò)誤推斷學(xué)生的水平并且調(diào)整自己的教學(xué)方法,從而提升學(xué)習(xí)者的英語水平。而教師采用的糾錯(cuò)方式需要在不影響學(xué)生學(xué)習(xí)積極性的情況下保證其有效性。本研究采用課堂觀察、調(diào)查問卷和教師訪談收集數(shù)據(jù),研究教師在教學(xué)中采用的糾錯(cuò)方式是否符合學(xué)生和教師的期望及偏好。本研究一共分為五個(gè)部分。第一章為引言,主要介紹了研究的背景、研究的意義以及本研究的主要框架。第二章為文獻(xiàn)綜述,主要介紹了糾錯(cuò)的相關(guān)概念和理論基礎(chǔ),以及國(guó)內(nèi)外對(duì)糾錯(cuò)的態(tài)度、糾錯(cuò)方式以及糾錯(cuò)反饋的態(tài)度的研究。第三章闡述了本研究的研究設(shè)計(jì),研究工具為課堂觀察、調(diào)查問卷以及教師訪談,研究對(duì)象來自霸州三所中學(xué),包括霸州二中初二年級(jí)的137名學(xué)生以及包括霸州二中、霸州三中和實(shí)驗(yàn)中學(xué)共34名教師。第四章主要對(duì)課堂觀察數(shù)據(jù)以及問卷數(shù)據(jù)進(jìn)行處理,并分析訪談內(nèi)容,對(duì)結(jié)果進(jìn)行討論。結(jié)果表明,教師和學(xué)生對(duì)糾錯(cuò)持肯定態(tài)度,但是師生對(duì)糾錯(cuò)的偏好與教師實(shí)際采用的糾錯(cuò)方式存在差異。第五章對(duì)本研究進(jìn)行總結(jié),為教學(xué)提供建議,以及指出本研究的不足之處。
[Abstract]:In the process of second language acquisition, oral errors are very common. How to deal with students' oral errors has always been the focus of linguists. Nowadays, scholars at home and abroad generally agree that error correction reflects the learner's language ability to a certain extent. Teachers can infer students' level and adjust their teaching methods according to students' mistakes. In order to improve learners' English proficiency. The error-correcting methods adopted by teachers need to ensure their effectiveness without affecting students' learning enthusiasm. This study adopts classroom observation, questionnaire and teacher interview to collect data to study whether the error-correcting methods adopted by teachers in teaching meet the expectations and preferences of students and teachers. This study is divided into five parts. The first chapter is the introduction, mainly introduces the research background, the significance of the study and the main framework of this study. The second chapter is a literature review, mainly introduces the related concepts and theoretical basis of error correction, as well as the domestic and foreign attitude to error correction, error correction methods and the attitude of error correction feedback research. The third chapter expounds the research design of this study, which includes classroom observation, questionnaire and teacher interview. The subjects are 137 students from three middle schools in Bazhou, including 137 students in grade two of Bazhou Middle School and the second Middle School of Bazhou Middle School. There are 34 teachers in Bazhou No. 3 Middle School and Experimental Middle School. The fourth chapter deals with classroom observation data and questionnaire data, analyzes the interview content and discusses the results. The results show that teachers and students have a positive attitude towards error correction, but there are differences between teachers and students' preference for error correction and teachers' practical ways of correcting errors. The fifth chapter summarizes the research, provides suggestions for teaching, and points out the shortcomings of this study.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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本文編號(hào)：1832162