高中英语课堂教师纠错反馈语研究
发布时间：2019-02-17 19:40
【摘要】：在英语课堂教学中学生难免会出现错误,而纠正学生的错误是教师在英语课堂中必须会产生的行为,用正确的方式来纠正学生的错误显得尤为重要。在目前的实际课堂中,教师往往受多种原因的限制而忽略了纠错方式的选择以及纠错反馈语的使用,因此对高中英语课堂教师纠错反馈语使用情况的研究很有必要,高中生对教师纠错反馈语的偏好仍是一个值得探讨的问题。本研究采用问卷调查和访谈法,结合课堂观察,研究英语课堂教师纠错反馈语使用情况,揭示学生对教师反馈语的偏好,有助于教师在以后的教学中使用更有效的纠错反馈,提高英语教学效率。本研究中六种纠错类型划分是基于Lyster and Ranta(2007)对课堂教师纠错反馈语的分类。本文的目的是调查研究:(1)高中英语课堂上六种教师纠错反馈语如何分布?(2)教师认为课堂上最有效的纠错反馈类型是什么?与教师使用最多的反馈类型是否一致,原因是什么?(3)学生对课堂上教师纠错反馈语的使用有什么偏好?研究结果表明:六种纠错反馈类型中重述类型使用最多,重复和诱导次之,其它三种类型使用相对较少。多数教师认为最有效的反馈类型是诱导,个别教师倾向于重复和元语言反馈,但均不是课堂上使用最多的反馈类型。主要原因是由于教师缺乏此领域的专业知识,对教师课堂纠错反馈的重要性不够重视,升学的压力以及课堂有限的时间促使教师无意识寻找针对错误的最有效的反馈方式,教师也无意识了解学生对课堂上教师纠错反馈语的偏好。此外,问卷调查中发现大部分学生偏好重复,诱导及元语言反馈,认为明确纠错不适合自己,半数的学生可以接受重述类型,60.5%的学生认为请求澄清可以接受。本文共分为五部分:第一部分介绍了论文的研究背景,研究问题以及研究意义。第二部分为文献宗述,并系统论述了国内外的相关研究以及本研究的两个理论基础。第三部分系统描述了本研究的研究设计,包括研究对象,研究工具及数据收集。第四部分为本论文最重要的部分,分析讨论研究问题。第五部分对本研究进行总结,指出它的局限性,并为深入研究提出了建议。
[Abstract]:It is inevitable for students to make mistakes in English classroom teaching, and correcting students' mistakes is the behavior that teachers must produce in English classroom, so it is very important to correct students' mistakes in the right way. In the actual classroom, teachers often ignore the choice of error correction methods and the use of error-correcting feedback, so it is necessary to study the use of error-correcting feedback in senior high school English classroom teachers. High school students' preference for teachers' error-correcting feedback is still a problem worth exploring. The present study uses questionnaires and interviews, combined with classroom observation, to study the use of error-correction feedback in English classroom, and to reveal students' preference for teacher feedback, which is helpful for teachers to use error-correcting feedback more effectively in future teaching. Improve the efficiency of English teaching. In this study, six error correction types are classified based on Lyster and Ranta (2007). The purpose of this paper is to investigate: (1) how to distribute the six kinds of error-correcting feedback in high school English classroom, and (2) what are the most effective types of error-correcting feedback in the classroom? Is it consistent with the type of feedback most used by teachers, and why? (3) what is the preference of students to the use of teacher's error-correcting feedback in the classroom? The results show that: among the six types of error correction feedback, restatement type is the most used, repetition and induction is the second, and the other three types are relatively less used. Most teachers think that the most effective type of feedback is induction. Individual teachers tend to repeat and metalanguage feedback, but they are not the type of feedback most used in the classroom. The main reasons are that teachers lack the professional knowledge in this field, pay less attention to the importance of teachers' error-correcting feedback, the pressure of higher education and the limited time in the classroom make teachers unconsciously look for the most effective way of feedback against errors. Teachers also unconsciously understand students' preference for teacher's error-correcting feedback in class. In addition, most of the students prefer repetition, induction and meta-language feedback, and think that clear error correction is not suitable for themselves, half of the students can accept the type of restatement, and 60.5% of the students think that the request for clarification is acceptable. This paper is divided into five parts: the first part introduces the research background, research issues and research significance. The second part is the literature review, and systematically discusses the domestic and foreign related research and the two theoretical bases of this study. The third part systematically describes the research design, including research objects, research tools and data collection. The fourth part is the most important part of this paper. The fifth part summarizes the research, points out its limitations, and puts forward some suggestions for further study.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2425526
[Abstract]:It is inevitable for students to make mistakes in English classroom teaching, and correcting students' mistakes is the behavior that teachers must produce in English classroom, so it is very important to correct students' mistakes in the right way. In the actual classroom, teachers often ignore the choice of error correction methods and the use of error-correcting feedback, so it is necessary to study the use of error-correcting feedback in senior high school English classroom teachers. High school students' preference for teachers' error-correcting feedback is still a problem worth exploring. The present study uses questionnaires and interviews, combined with classroom observation, to study the use of error-correction feedback in English classroom, and to reveal students' preference for teacher feedback, which is helpful for teachers to use error-correcting feedback more effectively in future teaching. Improve the efficiency of English teaching. In this study, six error correction types are classified based on Lyster and Ranta (2007). The purpose of this paper is to investigate: (1) how to distribute the six kinds of error-correcting feedback in high school English classroom, and (2) what are the most effective types of error-correcting feedback in the classroom? Is it consistent with the type of feedback most used by teachers, and why? (3) what is the preference of students to the use of teacher's error-correcting feedback in the classroom? The results show that: among the six types of error correction feedback, restatement type is the most used, repetition and induction is the second, and the other three types are relatively less used. Most teachers think that the most effective type of feedback is induction. Individual teachers tend to repeat and metalanguage feedback, but they are not the type of feedback most used in the classroom. The main reasons are that teachers lack the professional knowledge in this field, pay less attention to the importance of teachers' error-correcting feedback, the pressure of higher education and the limited time in the classroom make teachers unconsciously look for the most effective way of feedback against errors. Teachers also unconsciously understand students' preference for teacher's error-correcting feedback in class. In addition, most of the students prefer repetition, induction and meta-language feedback, and think that clear error correction is not suitable for themselves, half of the students can accept the type of restatement, and 60.5% of the students think that the request for clarification is acceptable. This paper is divided into five parts: the first part introduces the research background, research issues and research significance. The second part is the literature review, and systematically discusses the domestic and foreign related research and the two theoretical bases of this study. The third part systematically describes the research design, including research objects, research tools and data collection. The fourth part is the most important part of this paper. The fifth part summarizes the research, points out its limitations, and puts forward some suggestions for further study.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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