不同水平初中生對英語課堂口語糾錯偏好的對比研究
發(fā)布時間：2018-08-02 14:49
【摘要】：《國家英語課程標準》(2012)明確指出基礎(chǔ)教育階段的英語課程總目標是培養(yǎng)學(xué)生綜合語言運用能力。對于口語學(xué)習,新課標要求學(xué)生能夠與他人就日常生活的各種話題交換信息并陳述自己的意見,通過與同伴有效的溝通共同完成交際任務(wù)。然而學(xué)生實際的口語水平與新課標的要求差距較大,他們在口語表達中存在語音和詞匯等各方面的錯誤,教師對于如何有效地糾正學(xué)生的口語錯誤常常感到困惑。關(guān)于外語學(xué)習中的糾錯研究始于20世紀60年代,大部分研究從糾錯類型、方式、功效等方面探討了糾錯問題,還有研究以課堂為情境探討口語糾錯。這些研究多數(shù)針對高中或大學(xué)的英語課堂,鮮有研究針對初中生對英語課堂口語糾錯的偏好。此外,學(xué)生不同的學(xué)業(yè)水平這一因素在以往的研究中未能被給予充分考慮。本文以對比分析、錯誤分析與中介語理論為理論基礎(chǔ),回答了以下問題:1)不同水平初中生對英語課堂口語糾錯的整體觀點有何差異?2)不同水平初中生對英語課堂口語糾錯的具體偏好有何差異?本研究采用了定量與定性相結(jié)合的研究方法。定量研究對92名初二學(xué)生進行問卷調(diào)查,他們來自兩個平行班。根據(jù)學(xué)生英語期中考試成績將其分為高、中、低三個水平。問卷包括三個部分。第一部分為基本信息;第二部分包含8道單選題,調(diào)查不同水平初中生對英語課堂口語糾錯的整體態(tài)度;第三部分包含1道排序題和15道單選題,調(diào)查不同水平初中生對英語課堂口語糾錯的具體偏好。定性研究通過三組半結(jié)構(gòu)化的問題對6名學(xué)生進行訪談,問卷調(diào)查與訪談在同一天進行。問卷和訪談的數(shù)據(jù)經(jīng)過仔細整理并通過SPSS軟件進行分析,得出以下結(jié)論:1)對于英語課堂口語糾錯的整體觀點,全體學(xué)生不僅認為口語糾錯有必要,而且認為每個錯誤都應(yīng)該被糾正。大多數(shù)學(xué)生并不因為教師的口語糾錯感到尷尬或焦慮。不同水平學(xué)生在情感上對口語糾錯的觀點存在顯著差異。面對教師頻繁的口語糾錯,低水平學(xué)生更易感覺受挫與緊張。2)對于英語課堂口語糾錯的具體偏好,全體學(xué)生在糾錯時機的偏好上無顯著差異,他們認為所有錯誤都應(yīng)在課上被糾正,但在糾錯類型、主體、方式的偏好上存在顯著差異。就糾錯類型而言,全體學(xué)生都偏好對語法錯誤的糾正。低水平學(xué)生更希望語音錯誤被糾正,而高水平學(xué)生則更希望語用錯誤被糾正。就糾錯主體而言,全體學(xué)生都偏好教師糾錯。高水平學(xué)生偏好自我糾錯,而低水平和中等水平學(xué)生同時偏好同伴糾錯。全體學(xué)生普遍偏好教師糾正他們的語音和語用錯誤。高水平學(xué)生偏好自我糾正詞匯和語法錯誤,而低水平與中等水平學(xué)生偏好教師與同伴糾正。就糾錯方式而言,高水平與中等水平學(xué)生偏好形式協(xié)商,而低水平學(xué)生偏好明確糾錯和重述。全體學(xué)生普遍偏好用明確糾錯的方式糾正語音和語用錯誤。高水平與中等水平學(xué)生偏好通過形式協(xié)商的方式糾正詞匯和語法錯誤,而低水平學(xué)生偏好明確糾錯和重述。本研究為中國初中英語課堂教學(xué)提供了如下建議:教師需要創(chuàng)設(shè)和諧寬松的課堂氛圍;教師應(yīng)加強與學(xué)生的溝通,給予更多的鼓勵與尊重;根據(jù)學(xué)生的不同水平,教師應(yīng)選擇合適的糾錯方法與策略以獲得滿意的教學(xué)成效。
[Abstract]:The National English Curriculum Standard (2012) clearly points out that the overall goal of the English course in the basic education stage is to cultivate the students' ability to use a comprehensive language. For oral English learning, the new curriculum requires students to exchange information with others on various topics of daily life and to state their opinions, and to communicate with their peers to complete communication together. However, there is a big gap between the students' spoken English and the new curriculum standards. They have errors in pronunciation and vocabulary in their oral expression. Teachers are often confused about how to correct students' oral errors effectively. The study of error correction in foreign language learning began in 1960s, and most of the studies were from the error correction class. The problem of error correction is discussed in the aspects of type, mode and efficacy, and the study of oral error correction in classroom is also studied. Most of these studies are aimed at the English class in high school or university. There are few studies on the preference of junior high school students in English classroom oral error correction. In addition, the factors of students' different academic level have not been given in previous studies. On the basis of comparative analysis, error analysis and interlanguage theory as the theoretical basis, this paper answers the following questions: 1) what is the difference between different levels of junior high school students' oral error correction in English class? (2) what is the difference between different levels of junior high school students' oral error correction in English class The quantitative study conducted a questionnaire survey of 92 junior middle school students from two parallel classes. The students were divided into high, middle and low levels according to the students' English exam results. The questionnaire included three parts. The first part was the basic information; the second part included 8 single election questions, and the investigation of different levels of junior high school students to English class. The overall attitude of oral error correction; the third part includes 1 sort and 15 single selected questions to investigate the specific preference of different level junior middle school students to English classroom oral error correction. Qualitative studies interview 6 students through three groups of semi structured questions, questionnaire survey and interview on the same day. The data of questionnaire and interview are carefully adjusted. Through the analysis of SPSS software, the following conclusions are made: 1) as to the overall view of oral error correction in English class, all students not only think that oral error correction is necessary, but also that every error should be corrected. Most students do not feel embarrassed or anxious because of teachers' oral error correction. Students of different levels are emotionally opposed to oral English. There are significant differences in the point of view of error correction. Facing teachers' frequent oral error correction, low level students are more susceptible to frustration and tension.2). There is no significant difference in the preference of English class oral error correction, and there is no significant difference in the preference of all students in the timing of error correction. They believe that all errors should be corrected in class, but in the type of error correction, the subject, the way. There are significant differences in preference. As for the type of error correction, all students prefer to correct grammatical errors. Lower level students prefer to correct phonetic errors, while high level students prefer to correct pragmatic errors. As for the subject, all students prefer teachers to correct mistakes. High level students prefer self correction and low level. At the same time, middle level students prefer peer correction. All students generally prefer teachers to correct their phonetic and pragmatic errors. High level students prefer self correcting vocabulary and grammatical errors, while low and middle level students prefer teachers and peer corrections. In terms of error correction, high and middle level students prefer formal consultation. The low level students prefer to correct the error correction and restatement. All students generally prefer to correct phonetic and pragmatic errors in the way of clear error correction. High and middle level students prefer to correct lexical and grammatical errors through formal negotiation, while low level students prefer to correct errors and restatements. This study is the teaching of English class in Chinese junior high school. The study provides the following suggestions: teachers need to create a harmonious and relaxed classroom atmosphere; teachers should strengthen communication with students and give more encouragement and respect. According to the students' different levels, teachers should choose appropriate error correction methods and strategies to achieve satisfactory teaching results.
【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】：2017
【分類號】：G633.41
，
本文編號：2159784
[Abstract]:The National English Curriculum Standard (2012) clearly points out that the overall goal of the English course in the basic education stage is to cultivate the students' ability to use a comprehensive language. For oral English learning, the new curriculum requires students to exchange information with others on various topics of daily life and to state their opinions, and to communicate with their peers to complete communication together. However, there is a big gap between the students' spoken English and the new curriculum standards. They have errors in pronunciation and vocabulary in their oral expression. Teachers are often confused about how to correct students' oral errors effectively. The study of error correction in foreign language learning began in 1960s, and most of the studies were from the error correction class. The problem of error correction is discussed in the aspects of type, mode and efficacy, and the study of oral error correction in classroom is also studied. Most of these studies are aimed at the English class in high school or university. There are few studies on the preference of junior high school students in English classroom oral error correction. In addition, the factors of students' different academic level have not been given in previous studies. On the basis of comparative analysis, error analysis and interlanguage theory as the theoretical basis, this paper answers the following questions: 1) what is the difference between different levels of junior high school students' oral error correction in English class? (2) what is the difference between different levels of junior high school students' oral error correction in English class The quantitative study conducted a questionnaire survey of 92 junior middle school students from two parallel classes. The students were divided into high, middle and low levels according to the students' English exam results. The questionnaire included three parts. The first part was the basic information; the second part included 8 single election questions, and the investigation of different levels of junior high school students to English class. The overall attitude of oral error correction; the third part includes 1 sort and 15 single selected questions to investigate the specific preference of different level junior middle school students to English classroom oral error correction. Qualitative studies interview 6 students through three groups of semi structured questions, questionnaire survey and interview on the same day. The data of questionnaire and interview are carefully adjusted. Through the analysis of SPSS software, the following conclusions are made: 1) as to the overall view of oral error correction in English class, all students not only think that oral error correction is necessary, but also that every error should be corrected. Most students do not feel embarrassed or anxious because of teachers' oral error correction. Students of different levels are emotionally opposed to oral English. There are significant differences in the point of view of error correction. Facing teachers' frequent oral error correction, low level students are more susceptible to frustration and tension.2). There is no significant difference in the preference of English class oral error correction, and there is no significant difference in the preference of all students in the timing of error correction. They believe that all errors should be corrected in class, but in the type of error correction, the subject, the way. There are significant differences in preference. As for the type of error correction, all students prefer to correct grammatical errors. Lower level students prefer to correct phonetic errors, while high level students prefer to correct pragmatic errors. As for the subject, all students prefer teachers to correct mistakes. High level students prefer self correction and low level. At the same time, middle level students prefer peer correction. All students generally prefer teachers to correct their phonetic and pragmatic errors. High level students prefer self correcting vocabulary and grammatical errors, while low and middle level students prefer teachers and peer corrections. In terms of error correction, high and middle level students prefer formal consultation. The low level students prefer to correct the error correction and restatement. All students generally prefer to correct phonetic and pragmatic errors in the way of clear error correction. High and middle level students prefer to correct lexical and grammatical errors through formal negotiation, while low level students prefer to correct errors and restatements. This study is the teaching of English class in Chinese junior high school. The study provides the following suggestions: teachers need to create a harmonious and relaxed classroom atmosphere; teachers should strengthen communication with students and give more encouragement and respect. According to the students' different levels, teachers should choose appropriate error correction methods and strategies to achieve satisfactory teaching results.
【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】：2017
【分類號】：G633.41
，
本文編號：2159784
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