高中生英語課堂糾錯觀研究
發(fā)布時間：2019-05-11 21:24
【摘要】：在語言學(xué)習(xí)過程中,錯誤是不可避免的。20世紀(jì)50年代以來,各學(xué)派對于外語學(xué)習(xí)者的語言錯誤是否應(yīng)該糾正以及怎樣糾正等問題一直存在著爭議。一方認(rèn)為糾正錯誤能提高學(xué)習(xí)者的流利性,有助于語言的學(xué)習(xí)。而另一方對糾錯的有效性持懷疑態(tài)度,他們認(rèn)為糾錯會增加學(xué)習(xí)者的焦慮,進(jìn)而妨礙學(xué)習(xí)。在語言學(xué)習(xí)過程中,學(xué)習(xí)者的情感因素在一定程度上會影響語言糾錯的效果。所以,探討學(xué)習(xí)者在語言學(xué)習(xí)過程中的糾錯觀是一個很有意義的話題。基于上述情況,本研究主要通過調(diào)查問卷及訪談的方式來了解高中生在英語課堂上對教師的糾錯態(tài)度,揭示高中生對英語教師課堂糾錯的類型、時機(jī)、主體和方式的偏好,旨在進(jìn)一步揭示外語學(xué)習(xí)者的心理過程和規(guī)律,指導(dǎo)教師配合學(xué)生的喜好,有的放矢地運(yùn)用糾錯策略,提升課堂糾錯效率,獲得良好的學(xué)習(xí)效果。本研究的研究問題包括：1.高中生是否希望教師進(jìn)行課堂糾錯?2.學(xué)生對高中英語課堂糾錯的類型、時機(jī)、主體和方式的偏好是什么?研究發(fā)現(xiàn)：學(xué)生認(rèn)為教師應(yīng)該糾正他們的錯誤。他們還認(rèn)為課堂糾錯能提高他們的英語水平,并且不會挫傷他們學(xué)習(xí)的信心。對于糾錯類型,大多學(xué)生傾向于語法和詞匯方面的錯誤,其次是語音和言語表達(dá)方面。對于糾錯時機(jī),大多學(xué)生都希望在發(fā)言完之后得到糾正。對于糾錯主體,大多學(xué)生偏向于自己的錯誤主要由教師糾正而不是同伴。對于糾錯方式,總的來說,學(xué)生最喜歡的是明確糾錯。基于上述發(fā)現(xiàn),本研究給今后的外語教學(xué)提供了一些啟示。教師要正確認(rèn)識學(xué)生的錯誤,抓住恰當(dāng)?shù)臅r機(jī),選擇合適的糾錯主體,運(yùn)用不同的糾錯方式,同時保護(hù)好學(xué)生的自尊心,進(jìn)行課堂糾錯。最終,提高糾錯效率與教學(xué)效果。
[Abstract]:Errors are inevitable in the process of language learning. Since the 1950s, there has been controversy among various schools as to whether or not foreign language learners should correct their language errors and how to correct them. One side believes that correcting mistakes can improve learners' fluency and help language learning. The other side is sceptical about the effectiveness of error correction, which they think will increase learners' anxiety and hinder learning. In the process of language learning, learners' emotional factors will affect the effect of language error correction to a certain extent. Therefore, it is a very meaningful topic to explore learners' view of correcting mistakes in the process of language learning. Based on the above situation, this study mainly through questionnaires and interviews to understand the attitude of senior high school students to teachers' error correction in English class, to reveal the preference of senior high school students for the type, timing, subject and style of English teachers' classroom error correction. The purpose of this paper is to further reveal the psychological process and rules of foreign language learners, to instruct teachers to use error correction strategies in a targeted way, to improve the efficiency of error correction in classroom, and to obtain good learning results in accordance with students' preferences. The research questions of this study include: 1. Do high school students want teachers to correct classroom error? 2. What are the students' preferences for the types, timing, subjects and ways of error correction in senior high school English classes? The study found that students think teachers should correct their mistakes. They also believe that classroom error correction can improve their English and will not dampen their confidence in learning. For error correction types, most students tend to errors in grammar and vocabulary, followed by pronunciation and speech expression. For the timing of error correction, most students hope to be corrected after the speech. For error correction subjects, most students prefer their own mistakes to be corrected by teachers rather than peers. For error correction methods, in general, students like clear error correction. Based on the above findings, this study provides some implications for foreign language teaching in the future. Teachers should correctly understand the students' mistakes, seize the right time, choose the right error correction subjects, use different error correction methods, protect the students' self-esteem, and carry out the classroom error correction. Finally, the efficiency of error correction and teaching effect are improved.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
本文編號：2474865
[Abstract]:Errors are inevitable in the process of language learning. Since the 1950s, there has been controversy among various schools as to whether or not foreign language learners should correct their language errors and how to correct them. One side believes that correcting mistakes can improve learners' fluency and help language learning. The other side is sceptical about the effectiveness of error correction, which they think will increase learners' anxiety and hinder learning. In the process of language learning, learners' emotional factors will affect the effect of language error correction to a certain extent. Therefore, it is a very meaningful topic to explore learners' view of correcting mistakes in the process of language learning. Based on the above situation, this study mainly through questionnaires and interviews to understand the attitude of senior high school students to teachers' error correction in English class, to reveal the preference of senior high school students for the type, timing, subject and style of English teachers' classroom error correction. The purpose of this paper is to further reveal the psychological process and rules of foreign language learners, to instruct teachers to use error correction strategies in a targeted way, to improve the efficiency of error correction in classroom, and to obtain good learning results in accordance with students' preferences. The research questions of this study include: 1. Do high school students want teachers to correct classroom error? 2. What are the students' preferences for the types, timing, subjects and ways of error correction in senior high school English classes? The study found that students think teachers should correct their mistakes. They also believe that classroom error correction can improve their English and will not dampen their confidence in learning. For error correction types, most students tend to errors in grammar and vocabulary, followed by pronunciation and speech expression. For the timing of error correction, most students hope to be corrected after the speech. For error correction subjects, most students prefer their own mistakes to be corrected by teachers rather than peers. For error correction methods, in general, students like clear error correction. Based on the above findings, this study provides some implications for foreign language teaching in the future. Teachers should correctly understand the students' mistakes, seize the right time, choose the right error correction subjects, use different error correction methods, protect the students' self-esteem, and carry out the classroom error correction. Finally, the efficiency of error correction and teaching effect are improved.
【學(xué)位授予單位】：華中師范大學(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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