不同水平初中生对英语课堂口语纠错偏好的对比研究
发布时间：2018-08-02 14:49
【摘要】：《国家英语课程标准》(2012)明确指出基础教育阶段的英语课程总目标是培养学生综合语言运用能力。对于口语学习,新课标要求学生能够与他人就日常生活的各种话题交换信息并陈述自己的意见,通过与同伴有效的沟通共同完成交际任务。然而学生实际的口语水平与新课标的要求差距较大,他们在口语表达中存在语音和词汇等各方面的错误,教师对于如何有效地纠正学生的口语错误常常感到困惑。关于外语学习中的纠错研究始于20世纪60年代,大部分研究从纠错类型、方式、功效等方面探讨了纠错问题,还有研究以课堂为情境探讨口语纠错。这些研究多数针对高中或大学的英语课堂,鲜有研究针对初中生对英语课堂口语纠错的偏好。此外,学生不同的学业水平这一因素在以往的研究中未能被给予充分考虑。本文以对比分析、错误分析与中介语理论为理论基础,回答了以下问题:1)不同水平初中生对英语课堂口语纠错的整体观点有何差异?2)不同水平初中生对英语课堂口语纠错的具体偏好有何差异?本研究采用了定量与定性相结合的研究方法。定量研究对92名初二学生进行问卷调查,他们来自两个平行班。根据学生英语期中考试成绩将其分为高、中、低三个水平。问卷包括三个部分。第一部分为基本信息;第二部分包含8道单选题,调查不同水平初中生对英语课堂口语纠错的整体态度;第三部分包含1道排序题和15道单选题,调查不同水平初中生对英语课堂口语纠错的具体偏好。定性研究通过三组半结构化的问题对6名学生进行访谈,问卷调查与访谈在同一天进行。问卷和访谈的数据经过仔细整理并通过SPSS软件进行分析,得出以下结论:1)对于英语课堂口语纠错的整体观点,全体学生不仅认为口语纠错有必要,而且认为每个错误都应该被纠正。大多数学生并不因为教师的口语纠错感到尴尬或焦虑。不同水平学生在情感上对口语纠错的观点存在显著差异。面对教师频繁的口语纠错,低水平学生更易感觉受挫与紧张。2)对于英语课堂口语纠错的具体偏好,全体学生在纠错时机的偏好上无显著差异,他们认为所有错误都应在课上被纠正,但在纠错类型、主体、方式的偏好上存在显著差异。就纠错类型而言,全体学生都偏好对语法错误的纠正。低水平学生更希望语音错误被纠正,而高水平学生则更希望语用错误被纠正。就纠错主体而言,全体学生都偏好教师纠错。高水平学生偏好自我纠错,而低水平和中等水平学生同时偏好同伴纠错。全体学生普遍偏好教师纠正他们的语音和语用错误。高水平学生偏好自我纠正词汇和语法错误,而低水平与中等水平学生偏好教师与同伴纠正。就纠错方式而言,高水平与中等水平学生偏好形式协商,而低水平学生偏好明确纠错和重述。全体学生普遍偏好用明确纠错的方式纠正语音和语用错误。高水平与中等水平学生偏好通过形式协商的方式纠正词汇和语法错误,而低水平学生偏好明确纠错和重述。本研究为中国初中英语课堂教学提供了如下建议:教师需要创设和谐宽松的课堂氛围;教师应加强与学生的沟通,给予更多的鼓励与尊重;根据学生的不同水平,教师应选择合适的纠错方法与策略以获得满意的教学成效。
[Abstract]:The National English Curriculum Standard (2012) clearly points out that the overall goal of the English course in the basic education stage is to cultivate the students' ability to use a comprehensive language. For oral English learning, the new curriculum requires students to exchange information with others on various topics of daily life and to state their opinions, and to communicate with their peers to complete communication together. However, there is a big gap between the students' spoken English and the new curriculum standards. They have errors in pronunciation and vocabulary in their oral expression. Teachers are often confused about how to correct students' oral errors effectively. The study of error correction in foreign language learning began in 1960s, and most of the studies were from the error correction class. The problem of error correction is discussed in the aspects of type, mode and efficacy, and the study of oral error correction in classroom is also studied. Most of these studies are aimed at the English class in high school or university. There are few studies on the preference of junior high school students in English classroom oral error correction. In addition, the factors of students' different academic level have not been given in previous studies. On the basis of comparative analysis, error analysis and interlanguage theory as the theoretical basis, this paper answers the following questions: 1) what is the difference between different levels of junior high school students' oral error correction in English class? (2) what is the difference between different levels of junior high school students' oral error correction in English class The quantitative study conducted a questionnaire survey of 92 junior middle school students from two parallel classes. The students were divided into high, middle and low levels according to the students' English exam results. The questionnaire included three parts. The first part was the basic information; the second part included 8 single election questions, and the investigation of different levels of junior high school students to English class. The overall attitude of oral error correction; the third part includes 1 sort and 15 single selected questions to investigate the specific preference of different level junior middle school students to English classroom oral error correction. Qualitative studies interview 6 students through three groups of semi structured questions, questionnaire survey and interview on the same day. The data of questionnaire and interview are carefully adjusted. Through the analysis of SPSS software, the following conclusions are made: 1) as to the overall view of oral error correction in English class, all students not only think that oral error correction is necessary, but also that every error should be corrected. Most students do not feel embarrassed or anxious because of teachers' oral error correction. Students of different levels are emotionally opposed to oral English. There are significant differences in the point of view of error correction. Facing teachers' frequent oral error correction, low level students are more susceptible to frustration and tension.2). There is no significant difference in the preference of English class oral error correction, and there is no significant difference in the preference of all students in the timing of error correction. They believe that all errors should be corrected in class, but in the type of error correction, the subject, the way. There are significant differences in preference. As for the type of error correction, all students prefer to correct grammatical errors. Lower level students prefer to correct phonetic errors, while high level students prefer to correct pragmatic errors. As for the subject, all students prefer teachers to correct mistakes. High level students prefer self correction and low level. At the same time, middle level students prefer peer correction. All students generally prefer teachers to correct their phonetic and pragmatic errors. High level students prefer self correcting vocabulary and grammatical errors, while low and middle level students prefer teachers and peer corrections. In terms of error correction, high and middle level students prefer formal consultation. The low level students prefer to correct the error correction and restatement. All students generally prefer to correct phonetic and pragmatic errors in the way of clear error correction. High and middle level students prefer to correct lexical and grammatical errors through formal negotiation, while low level students prefer to correct errors and restatements. This study is the teaching of English class in Chinese junior high school. The study provides the following suggestions: teachers need to create a harmonious and relaxed classroom atmosphere; teachers should strengthen communication with students and give more encouragement and respect. According to the students' different levels, teachers should choose appropriate error correction methods and strategies to achieve satisfactory teaching results.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
，
本文编号：2159784
[Abstract]:The National English Curriculum Standard (2012) clearly points out that the overall goal of the English course in the basic education stage is to cultivate the students' ability to use a comprehensive language. For oral English learning, the new curriculum requires students to exchange information with others on various topics of daily life and to state their opinions, and to communicate with their peers to complete communication together. However, there is a big gap between the students' spoken English and the new curriculum standards. They have errors in pronunciation and vocabulary in their oral expression. Teachers are often confused about how to correct students' oral errors effectively. The study of error correction in foreign language learning began in 1960s, and most of the studies were from the error correction class. The problem of error correction is discussed in the aspects of type, mode and efficacy, and the study of oral error correction in classroom is also studied. Most of these studies are aimed at the English class in high school or university. There are few studies on the preference of junior high school students in English classroom oral error correction. In addition, the factors of students' different academic level have not been given in previous studies. On the basis of comparative analysis, error analysis and interlanguage theory as the theoretical basis, this paper answers the following questions: 1) what is the difference between different levels of junior high school students' oral error correction in English class? (2) what is the difference between different levels of junior high school students' oral error correction in English class The quantitative study conducted a questionnaire survey of 92 junior middle school students from two parallel classes. The students were divided into high, middle and low levels according to the students' English exam results. The questionnaire included three parts. The first part was the basic information; the second part included 8 single election questions, and the investigation of different levels of junior high school students to English class. The overall attitude of oral error correction; the third part includes 1 sort and 15 single selected questions to investigate the specific preference of different level junior middle school students to English classroom oral error correction. Qualitative studies interview 6 students through three groups of semi structured questions, questionnaire survey and interview on the same day. The data of questionnaire and interview are carefully adjusted. Through the analysis of SPSS software, the following conclusions are made: 1) as to the overall view of oral error correction in English class, all students not only think that oral error correction is necessary, but also that every error should be corrected. Most students do not feel embarrassed or anxious because of teachers' oral error correction. Students of different levels are emotionally opposed to oral English. There are significant differences in the point of view of error correction. Facing teachers' frequent oral error correction, low level students are more susceptible to frustration and tension.2). There is no significant difference in the preference of English class oral error correction, and there is no significant difference in the preference of all students in the timing of error correction. They believe that all errors should be corrected in class, but in the type of error correction, the subject, the way. There are significant differences in preference. As for the type of error correction, all students prefer to correct grammatical errors. Lower level students prefer to correct phonetic errors, while high level students prefer to correct pragmatic errors. As for the subject, all students prefer teachers to correct mistakes. High level students prefer self correction and low level. At the same time, middle level students prefer peer correction. All students generally prefer teachers to correct their phonetic and pragmatic errors. High level students prefer self correcting vocabulary and grammatical errors, while low and middle level students prefer teachers and peer corrections. In terms of error correction, high and middle level students prefer formal consultation. The low level students prefer to correct the error correction and restatement. All students generally prefer to correct phonetic and pragmatic errors in the way of clear error correction. High and middle level students prefer to correct lexical and grammatical errors through formal negotiation, while low level students prefer to correct errors and restatements. This study is the teaching of English class in Chinese junior high school. The study provides the following suggestions: teachers need to create a harmonious and relaxed classroom atmosphere; teachers should strengthen communication with students and give more encouragement and respect. According to the students' different levels, teachers should choose appropriate error correction methods and strategies to achieve satisfactory teaching results.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
，
本文编号：2159784
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