幾十年來,研究者通過對課堂糾錯反饋的多方面研究,發(fā)現(xiàn)了許多對其選擇產(chǎn)生影響的因素,如動機(jī),情感,性格等。性格因素日益引起研究者的重視。然而,國內(nèi)外對教師性格與課堂糾錯反饋的研究十分不足,表明了對這一領(lǐng)域進(jìn)行研究的顯著意義。本研究是初中英語教師(內(nèi)/外向型性格類型)與其課堂糾錯反饋(糾錯必要性,糾錯時間,糾錯主體和糾錯方式)的相關(guān)性研究。本研究旨在回答以下問題:1)教師性格類型和教師課堂糾錯反饋(糾錯反饋的四個方面)是否存在關(guān)聯(lián)性?如果假設(shè)檢驗表明,兩者之間存在相關(guān)性,什么樣的相關(guān)性?2)內(nèi)外向性格的初中教師在課堂糾錯反饋(糾錯反饋的四個方面)上有差異嗎?3)如果有差異,內(nèi)外向性格的初中教師在課堂糾錯反饋(糾錯反饋的四個方面)上什么差異?為了回答以上問題,本研究以榮格人格理論和Hendrickson糾錯反饋理論為依托,采用定量與定性相結(jié)合的研究方法對初中32名中青年英語教師進(jìn)行研究。首先,本研究以榮格人格理論為依據(jù),通過燕國材的內(nèi)外傾向性格測試,測試了32名中青年英語教師性格類型,從而確定了教師的性格類型。然后以Hendrickson糾錯反饋理論為依據(jù),通過邱兆杰的問卷調(diào)查對內(nèi)、外向性格... 

【文章來源】：廣東技術(shù)師范大學(xué)廣東省

【文章頁數(shù)】：112 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Research Purpose
    1.4 Outline of the Thesis
Chapter Two Literature Review
    2.1 Review of Relevant Personality Theories
        2.1.1 General Introduction to Personality
        2.1.2 Definition of Teachers'Personality
        2.1.3 Personality Type
    2.2 Review of Corrective Feedback Theories
        2.2.1 Concepts of Major Terms
        2.2.2 Review of the Necessity of Corrective Feedback
        2.2.3 Review of the Time of Corrective Feedback
        2.2.4 Review of the Subject of Corrective Feedback
        2.2.5 Review of the Way of Corrective Feedback
        2.2.6 Review of Development of Corrective Feedback
    2.3 Review of the Correlation between Teachers'Personality Type and their Corrective Feedback
Chapter Three Theoretical Basis
    3.1 Krashen's Comprehensible Input Hypothesis
    3.2 Long's Interaction Hypothesis
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instrument
        4.3.1 Questionnaires
        4.3.2 Data Classification
        4.3.3 Classroom Observation
        4.3.4 Classroom Records
    4.4 Procedures for Collecting Data
    4.5 Procedures for Analyzing Data
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Personality Type
        5.1.2 Correlations between Teachers'Personality Type and their Classroom Corrective Feedback
            5.1.2.1 Correlation between Teachers'Personality Type and their choice in Classroom Corrective Feedback Necessity
            5.1.2.2 Correlation between Teachers'Personality Type and their Choice in Classroom Corrective Feedback Time
            5.1.2.3 Correlation between Teachers'Personality Type and their Choice in Classroom Corrective Feedback Subject
            5.1.2.4 Correlation between Teachers'Personality Type and their Choice in Classroom Corrective Feedback Way
    5.2 Discussion of Results
        5.2.1 Difference between Introverts and Extroverts in the Necessity of Corrective Feedback
        5.2.2 Difference between Introverts and Extroverts in the Time of Corrective Feedback
        5.2.3 Difference between Introverts and Extroverts in the Subject of Corrective Feedback
        5.2.4 Difference between Introverts and Extroverts in the Way of Corrective Feedback
Chapter Six Conclusion
    6.1 Major Findings of this Study
    6.2 Implications of this Study
    6.3 Limitations of this Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
List of Figures and Tables
Acknowledgements
學(xué)位論文數(shù)據(jù)集表


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期刊論文
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博士論文
[1]對外漢語教師素質(zhì)研究[D]. 王曉音.陜西師范大學(xué) 2013

碩士論文
[1]高中生性格，語言學(xué)習(xí)策略，英語學(xué)習(xí)成績?nèi)哧P(guān)系的研究[D]. 趙軍聰.河北師范大學(xué) 2015
[2]課堂糾錯中的教師反饋和學(xué)生回應(yīng)[D]. 陳欣.湖南師范大學(xué) 2005



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