“同伴纠错性反

发布时间：2018-03-05 07:19

本文选题：教师纠错　切入点：同伴纠错　出处：《浙江大学》2011年硕士论文　论文类型：学位论文

【摘要】：目前,对外汉语教学的纠错策略大多都是围绕教师纠错展开的,而忽略了同是课堂重要活动的同伴纠错。语音教学是对外汉语教学的难点,如何提高学生的语音水平,一直是研究者关注的焦点。本文对初级阶段的口语课堂进行了一项实证研究,探讨了“同伴纠错性反馈”对学生语音水平的影响。具体而言,本论文试图回答以下三个问题： 1.同伴纠错性反馈对学生语音学习是否有促进作用? 2.学生对同伴纠错性反馈的态度如何? 3.学生之间是通过哪些方式纠错的? 本实验为期8周,在浙江大学国际教育学院进行。被测是一年级两个平行班的学生(实验班,18人；控制班,17人)。实验前,对两个班进行了前测,结果显示两个班学生的语音水平无明显差异。实验过程中,控制班只采用“教师纠错”纠正学生的语音错误；实验班则采用“教师纠错”+“同伴纠错”的方式。在此过程中,笔者对两个班进行了两次课堂录音。实验结束后,两个班的学生都接受了后测。另外,实验班的学生还进行了问卷调查和学生访谈。研究表明,实验班和控制班的学生成绩都得到了显著提高,说明两种纠错方式都能促进学生的语音习得。但是,实验班的成绩远远高于控制班,这表明,“教师纠错+同伴纠错”的方式更加有效,同时也证明了“同伴纠错性反馈”能促进学生的语音学习。另外,绝大多数学生都对同伴纠错持肯定态度,认为同伴纠错很有帮助。在纠错过程中,学生之间通过举例、重复、图片、用西班牙语/英语/汉语等方式来解释和纠错。本研究表明“同伴纠错性反馈”能促进学生的语音学习,在以后的教学中,可以采用教师纠错为主,同伴纠错为辅的教学方式,即减轻了教师的负担又激发了学生的学习热情。
[Abstract]:At present, most of the error-correcting strategies in teaching Chinese as a foreign language are focused on the teachers' error correction, while ignoring the peer error correction that is also an important activity in the classroom. Phonetics teaching is a difficult point in teaching Chinese as a foreign language, and how to improve the students' phonetic level. This paper makes an empirical study on the effect of peer error-correcting feedback on students' phonetic proficiency. In particular, this thesis attempts to answer the following three questions:. 1. Does peer error correction feedback promote students' phonological learning? 2. What is the attitude of students to peer error-correcting feedback? 3. How do students correct errors among themselves? The experiment lasted 8 weeks and was conducted at the School of International Education, Zhejiang University. The students in two parallel classes (18 students in the experimental class and 17 students in the control class) were tested before the experiment. The results showed that there was no significant difference in pronunciation level between the two classes. During the experiment, the control class only used "teacher error correction" to correct students' phonetic errors, while the experimental class adopted "teacher error correction" and "peer error correction". The two classes were recorded twice. After the experiment, the students of the two classes received the post-test. In addition, the students in the experimental class also conducted a questionnaire survey and student interviews. The results of the study show that both the experimental class and the control class have achieved significant improvement, indicating that both methods of error correction can promote the students' phonetic acquisition. However, the results of the experimental class are far higher than those of the control class. This shows that the "teacher error-correcting peer correction" approach is more effective, and it also proves that "peer error-correcting feedback" can promote students' phonetic learning. In addition, most students have a positive attitude towards peer error correction. In the process of error correction, students explain and correct errors through examples, repetition, pictures, Spanish / English / Chinese and so on. This study shows that "peer error correction feedback" can promote students' phonetic learning. Not only lighten the burden of teachers, but also stimulate the enthusiasm of students.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195

【引证文献】