对外汉语初、中级口语课堂纠错反馈研究

发布时间：2018-05-17 01:10

本文选题：对外汉语口语课堂 + 纠错反馈　；参考：《北京第二外国语学院》2017年硕士论文

【摘要】：纠错反馈对学习者的二语习得效果有重大影响,同时也是教师在教学中必然面对的问题。20世纪70年代国外二语教学界研究开始起步,经过几十年的研究,成果较为丰富。20世纪末我国外语教学界也有了不少关于教师纠错反馈的研究。近些年,随着对外汉语事业的蓬勃发展,汉语作为第二语言习得研究有了一定的成果。但相比之下,研究成果仍不够丰富,缺少基于课堂的实证性研究。本文通过对北京第二外国语学院对外汉语口语课堂的实录转写,对不同水平课堂中出现的纠错反馈进行了语料整理和分析研究,并对学生的理解回应情况进行考察。总结了对外汉语课堂中教师纠错反馈的分布特点,发现问题所在并提出了相应的教学建议。研究结果表明,初中级对外汉语口语课堂中,教师的纠错反馈和学生的理解回应情况均存在一定的共性和差异性。统计结果表明,在纠错方式的选择上,初中级口语课堂中教师均倾向“重述”这种方式,“明确纠正”的使用频次也很高。针对语音、词汇、语法、语用四种不同类型的偏误,不同水平口语课堂中教师在纠错方式的选择上存在差异。中级口语课堂中,教师在纠正词汇、语法和语用偏误时,倾向于使用诸如引导、元语言提示、澄清请求等需要进行语义协商的纠错方式,而初级口语课堂中,教师则高频次使用“明确纠正”的纠错方式。不同水平学生在纠错方式的理解回应情况也呈现一定的差异。初级水平学生仅对纠正语音偏误的“元语言提示”有较高的理解回应率。而中级水平的学生对于六种纠错方式的理解回应情况均较好。另外,我们也对协商类纠错方式的纠错效果进行了分析。根据这些统计和分析结果,我们提出了诸如丰富课堂纠错方式,关注学生理解回应情况等教学建议。
[Abstract]:Error-correcting feedback has a great influence on learners' second language acquisition, and it is also a problem that teachers must face in teaching. In the 1970s, the study of foreign second language teaching started, after decades of research. At the end of the 20th century, there have been a lot of researches on teachers' error correction feedback in the field of foreign language teaching in China. In recent years, with the vigorous development of Chinese as a second language, Chinese as a second language acquisition has made some achievements. But in contrast, the research results are still not rich enough, lack of classroom-based empirical research. In this paper, the author analyzes and collates the error-correcting feedback in the classroom of Beijing second Foreign language University, and investigates the students' understanding and response. This paper summarizes the characteristics of teachers' error correction feedback in TCFL, finds out the problems and puts forward some teaching suggestions. The results show that there are some similarities and differences between teachers' error-correcting feedback and students' understanding responses. The statistical results show that in the choice of error-correction methods, teachers tend to "restate" this way, and the frequency of "explicit correction" is also very high. Aiming at the four kinds of errors in pronunciation, vocabulary, grammar and pragmatics, there are differences in teachers' choice of error-correcting methods in different oral English classes. In intermediate oral class, teachers tend to use error correction methods such as guidance, meta-linguistic cues and clarification requests when correcting lexical, grammatical and pragmatic errors, while in primary oral classes, teachers tend to use error-correcting methods that require semantic negotiation. Teachers use a "clear correction" error correction method at high frequency. There are also some differences in the understanding and response of students at different levels in error correction. Primary level students only have a higher understanding and response rate to the meta-linguistic hint of correcting phonetic bias. The students at the intermediate level have better understanding and response to the six ways of error correction. In addition, we also analyze the error correction effect of negotiation error correction methods. Based on these statistical and analytical results, we put forward some teaching suggestions, such as enriching classroom error correction methods and paying attention to students' understanding and response.
【学位授予单位】：北京第二外国语学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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