本文選題：不同群體學(xué)生 + 口語糾錯　； 參考：《揚州大學(xué)》2016年碩士論文

【摘要】：英語口語糾錯一直是語言學(xué)者和教師關(guān)注的重點,原因是學(xué)習(xí)者在學(xué)習(xí)語言的過程中不可避免的會犯錯,而如何糾錯將直接影響學(xué)生的學(xué)習(xí)效果。在以生為本的教育觀下,教師糾錯應(yīng)考慮學(xué)生的需要和偏好。然而現(xiàn)有文獻表明,有關(guān)學(xué)生對口語糾錯偏好的研究大多把學(xué)生看作一個整體,很少關(guān)注學(xué)生內(nèi)部的群體差異。因此,探究不同群體學(xué)生對口語糾錯偏好的研究也很少。鑒于此,本研究以高中生為對象,以高中不同群體學(xué)生(如：男、女生,高、低水平學(xué)生)對英語課堂口語糾錯偏好的差異為研究內(nèi)容,旨在幫助教師從學(xué)生偏好的角度調(diào)整糾錯行為,提高糾錯效果。研究問題主要圍繞兩個方面內(nèi)容：一是高、低水平學(xué)生對口語糾錯的偏好、二者之間的差異及其原因；二是男、女生對口語糾錯的偏好、二者之間的差異及其原因。本研究采用定性和定量相結(jié)合的方法。定量研究以問卷調(diào)查為研究工具。調(diào)查問卷以Hendrickson (1978)的五個框架問題為基礎(chǔ),并結(jié)合王文方(2012)的問卷改編而成。研究對象為高一年級四個班的179名學(xué)生。共發(fā)放問卷179份,回收有效問卷163份。定性研究采用半結(jié)構(gòu)式訪談的方法。從參加問卷調(diào)查的學(xué)生中隨機分層抽樣出8名受試作為訪談對象,即男生、女生各2名,高水平、低水平學(xué)生各2名。通過數(shù)據(jù)統(tǒng)計與分析,有以下主要發(fā)現(xiàn)：1.在糾錯的必要性上，，高、低水平學(xué)生都認(rèn)同口語糾錯；在糾錯類型上,盡管高、低水平學(xué)生都認(rèn)同應(yīng)糾正所有類型的口語錯誤,但他們在表達錯誤上存在顯著性的偏好差異。高水平學(xué)生由于在語言形式上犯錯較少以及對更高層次口語表達的追求,因此更傾向于糾正表達錯誤；在糾錯主體上,高、低水平學(xué)生都認(rèn)同由教師或借助參考書、教科書糾錯,而對同伴、小組成員,班里任一成員糾錯持中立態(tài)度。此外,他們在班里任一成員糾錯及自我糾錯上存在顯著性的偏好差異。高水平學(xué)生由于心理防御機制及學(xué)習(xí)的獨立性,更不贊同由班里任一成員糾錯,相反,較好的知識掌握情況使他們更傾向于自我糾錯；在糾錯時間上,高、低水平學(xué)生都認(rèn)同延時糾錯,而不贊同即時糾錯,并對推遲糾錯持中立態(tài)度；在糾錯方法上,盡管高、低水平學(xué)生都認(rèn)同明確糾錯、重述、要求澄清、元語言反饋、啟發(fā)與重復(fù),但他們在明確糾錯、要求澄清和元語言反饋上存在顯著性的偏好差異。由于獨立學(xué)習(xí)的意愿和能力上的差別,低水平學(xué)生更傾向于明確糾錯,而高水平學(xué)生更傾向于要求澄清和元語言反饋。2.在糾錯的必要性上,男、女生都認(rèn)同口語糾錯；在糾錯類型上,都認(rèn)為應(yīng)糾正所有類型的口語錯誤；在糾錯主體上,都認(rèn)同由教師或借助參考書、教科書糾錯,而對自我、同伴、小組成員,班里任一成員糾錯持中立態(tài)度；在糾錯時間上,都認(rèn)同延時糾錯,而不贊同即時糾錯,并對推遲糾錯持中立態(tài)度。此外,他們在即時糾錯上存在顯著性的偏好差異。女生的敏感和較強的自尊心使她們更不贊同即時糾錯；在糾錯方法上,盡管男、女生都認(rèn)同重述、要求澄清、元語言反饋、啟發(fā)與重復(fù),但他們在明確糾錯和重述上存在顯著性的偏好差異。男生希望即時、直接地得到反饋,因此更偏好明確糾錯,而女生由于自尊問題更偏好重述。本研究結(jié)果對高中英語教與學(xué)具有一定的啟示：從教師的角度來看,應(yīng)考慮不同學(xué)生群體對口語糾錯的偏好差異,在糾錯過程中適當(dāng)調(diào)整糾錯策略；在糾錯主體上,教師應(yīng)鼓勵高水平學(xué)生自己糾錯：在糾錯時機上,盡可能采用既不傷害學(xué)生自尊,又能保證糾錯效果的延時糾錯,而避免使用即時糾錯；在糾錯方式的選擇上,應(yīng)考慮學(xué)生的語言水平和情感因素。對高水平學(xué)生可采取要求澄清或元語言反饋的方式,使他們意識到自己的錯誤并自己糾錯。相反,對低水平學(xué)生可采取明確糾錯,使他們覺察到自身中介語與目的語之間的差距；對男生可采用明確糾錯,使他們及時并直接地得到反饋。相反,對女生可采用重述的方式來保護她們的自尊心。從學(xué)生的角度來看,在糾錯類型上,大多數(shù)學(xué)生更關(guān)注語法和詞匯錯誤,而忽略語音、表達和語篇錯誤。然而,要培養(yǎng)綜合運用語言的能力,無論是語言的內(nèi)容還是語言的形式都要給予重視。
[Abstract]:Oral English correction has always been the focus of language scholars and teachers. The reason is that the learners inevitably make mistakes in the process of learning the language, and how to correct the errors will directly affect the students' learning effect. Under the education view of life, the teacher should take into account the students' needs and preferences. The study of students' preference for oral error correction mostly regards students as a whole and seldom pays attention to the group differences within the students. Therefore, it is very rare to explore the study of oral error correction preferences among different groups of students. The difference in oral error correcting preference is the research content, which aims to help teachers adjust the error correction behavior and improve the error correction effect from the perspective of student preference. The research issues mainly focus on two aspects: first, the preference of high and low level students on oral error correction, the difference between the two and the reasons; two, male and female students' preference for oral error correction, two The differences and their reasons. This study uses a qualitative and quantitative method. The quantitative study is based on questionnaire survey. The questionnaire is based on five framework issues of Hendrickson (1978) and is adapted from the questionnaire of Wang Wenfang (2012). The research object is 179 students in the four classes of the first grade. There are 179 copies of the volume and 163 valid questionnaires. The qualitative research adopts the semi structural interview method. From the students participating in the questionnaire survey, 8 subjects are randomly selected as the interviewees, that is, boys, 2 girls each, and 2 high level, low level students each. Through data statistics and analysis, the following main findings are: 1. the necessity of correcting the error. High, low level students all agree with oral error correction; in the type of error correction, although high and low level students agree to correct all types of oral mistakes, they have significant preference differences in their expression errors. Higher level students are more inclined to make mistakes in language forms and pursue higher levels of oral expression. To correct the error of expression; on the subject of error correction, the high and low level students all agree with the teacher or the reference book, the textbook correction, and the correct attitude to the mistakes of the companion, the group members, and the members of the class. In addition, there is a significant difference in the preference of any member of the class in correcting and self correcting. The mechanism of defense and the independence of learning, more disagree with the error correction by any member of the class. On the contrary, the better knowledge of knowledge makes them more inclined to correct themselves; in the time of correction, the high and low level students agree with the delay correction, and do not agree with the immediate correction, and hold the neutral attitude towards the late correction; in the error correction method, though high, Low level students all agree with clear error correction, restatement, request clarification, metalinguistic feedback, inspiration and repetition, but they have significant preference differences in clear error correction, demand for clarification and metalanguage feedback. Low level students tend to clear wrong because of the differences in willingness and ability of independent learning, and the higher students tend to be more inclined to do it. Requirements for clarification and metalanguage feedback.2. in the necessity of error correction, both male and female students agree with oral error correction; in the type of error correction, all types of oral errors should be corrected; in the subject of error correction, the teacher or the reference book, the textbook correction, and the error correction to the self, the companion, the group members, and the members of the class are correct and neutral. Attitude; in the time of error correction, they all agree with the delay correction, and do not agree with the immediate correction, and hold a neutral attitude towards the delay correction. In addition, they have significant preference differences in immediate error correction. The sensitivity and strong self-esteem of the girls make them more disapprove of the immediate error correction; in the error correction method, although male and female all agree to retell. Clarification, metalanguage feedback, inspiration and repetition, but they have significant preference differences in clear error correction and restatement. Boys want immediate, direct feedback, and therefore prefer clear error correction, and girls prefer to retell the problem of self-esteem. The results of this study have some inspiration for high and Middle English teaching and learning: from the teacher's corner. In terms of the degree, we should consider the difference in the preference of the students' oral error correction, adjust the error correction strategy properly in the process of error correction; on the subject of error correction, the teachers should encourage the high level students to correct their own mistakes. Error correction; the language level and emotional factors of the students should be taken into consideration in the choice of the way of error correction. To the high level students, they can take the way of clarification or metalinguistic feedback to make them aware of their own mistakes and correct their own mistakes. On the contrary, they can take a clear correction to the low level students and make them aware of their interlanguage and the target language. On the contrary, the girls can be retold to protect their self-esteem. On the contrary, on the student's point of view, most students pay more attention to grammatical and lexical errors in the type of error correction, but ignore the pronunciation, expression and text errors. The ability to use language, both in language content and in language form, should be emphasized.
【學(xué)位授予單位】：揚州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

【相似文獻】

相關(guān)期刊論文 前5條

1 顧紅兵;;What is the Most Effective Method of Error Correction in L2 Writing?[J];海外英語;2011年10期

2 ZENG Wei;;The Methodology of Self-correction on College Students' English Composition and Results[J];海外英語;2014年16期

3 王雪珍;;On Employing the Appropriate Error Correction Strategies to Promote Students'English learning in TEFL[J];科技信息;2009年03期

4 侯廣旭;談?wù)動⒄ZCorrection等修辭格[J];四川外語學(xué)院學(xué)報;1992年01期

5 ;[J];;年期

相關(guān)會議論文 前10條

1 LIU Xiao-hui;LIN Hong-lei ;MOU Wei-hua;;Analysis of the Reliability of the Protected Memories Affected by Soft Errors[A];第四屆中國衛(wèi)星導(dǎo)航學(xué)術(shù)年會論文集-S5 衛(wèi)星導(dǎo)航增強與完好性監(jiān)測[C];2013年

2 ;Single Staged RePair for Severe HyPosPdias with the Modifying Koyanagi Technique:ExPerience in 20 Cases ExPerience in 18 Case[A];第十六屆全國泌尿外科學(xué)術(shù)會議論文集[C];2009年

3 YANG Wenke;GONG Hang;ZHU Xiangwei;SUN Guangfu;;Non-reciprocity correction using broadcast ephemeris in Two-way Satellite Time and Frequency Transfer (TWSTFT)[A];第四屆中國衛(wèi)星導(dǎo)航學(xué)術(shù)年會論文集-S4 原子鐘技術(shù)與時頻系統(tǒng)[C];2013年

4 ;Size Concentration Modeling Method for Slashing Process Based on Output Variable Dynamic Correction[A];Proceedings of the 2011 Chinese Control and Decision Conference（CCDC）[C];2011年

5 XING Nan;HU Xiaogong;CAO Yueling;SU Ranran;WU Xiaoli;;Forecast of equivalent clock correction and its application[A];第五屆中國衛(wèi)星導(dǎo)航學(xué)術(shù)年會論文集-S3 精密定軌與精密定位[C];2014年

6 ZHANG Yize;CHEN Junping;GONG Xiuqiang;WU Bin;WANG Jiexian;YANG Sainan;LI Mao;;Modeling and application of COMPASS satellite orbits and clocks predicted correction[A];第五屆中國衛(wèi)星導(dǎo)航學(xué)術(shù)年會論文集-S5 衛(wèi)星導(dǎo)航增強與完好性監(jiān)測[C];2014年

7 林三益;杝翼正;;發(fā)展壓力修正法計算流體與顆粒交互作用問題(英文)[A];2009年度海峽兩岸工程力學(xué)研討會論文集[C];2009年

8 ;Design of Fuzzy Controller for Flue Gas Temperature of Dedust With Self-set Correction Factor[A];Proceedings of the 2011 Chinese Control and Decision Conference（CCDC）[C];2011年

9 ;Design of AM-OLED Gamma Correction System Based on the LUT[A];中國光學(xué)學(xué)會2011年學(xué)術(shù)大會摘要集[C];2011年

10 Wenjun Zhao;Qing Gao;Daliang Gong;;Analysis on correction accuracy of ionospheric model for Beidou system[A];第五屆中國衛(wèi)星導(dǎo)航學(xué)術(shù)年會論文集-S6 北斗/GNSS測試評估技術(shù)[C];2014年

相關(guān)碩士學(xué)位論文 前10條

1 李珊珊;初中英語課堂口語糾錯策略運用調(diào)查[D];沈陽師范大學(xué);2013年

2 龐慧哲;基于云平臺的轉(zhuǎn)錄組數(shù)據(jù)Error correction算法的研究[D];廣西大學(xué);2015年

3 鄒玲佩;大學(xué)英語課堂糾錯研究[D];江西師范大學(xué);2015年

4 趙敬;大學(xué)英語課堂糾錯師生觀念比較研究[D];廣西師范大學(xué);2015年

5 馮尉瑾;初中英語教師課堂糾錯策略的研究[D];青海師范大學(xué);2015年

6 毛永麗;同伴糾錯對減少高中生英語寫作動詞錯誤的有效性研究[D];西北師范大學(xué);2015年

7 靳利莎;高中英語課堂教師糾錯方式的調(diào)查研究[D];河北師范大學(xué);2016年

8 沈貞;高中不同群體學(xué)生對英語課堂口語糾錯的偏好研究[D];揚州大學(xué);2016年

9 趙珊珊;非英語專業(yè)研究生自我糾正口語語法錯誤的動態(tài)研究[D];太原理工大學(xué);2015年

10 孫巧;高中英語課堂上教師糾錯方式的案例研究[D];天津師范大學(xué);2015年

本文編號：2073661