初中英语课堂教师纠正性反馈对学生学习动机影响的个案研究

发布时间：2018-12-21 19:57

【摘要】：近几十年来,有关二语教学中教师纠正性反馈对学生的影响备受关注。纠正性反馈被看作是二语教学的重要组成部分,其重要性已得到国内外二语研究者的广泛认同。而学习动机是影响学生二语学习的一个主要因素,是学生二语学习过程中最具能动性的因素之一,备受二语研究者的重视。基于国内外相关研究成果的启示,以Long的互动假说、Schmidt的注意假说和Lambert的动机理论为框架,本个案研究试图探究在中国EFL学习环境中,教师口头纠正性反馈的特征及其对初中生英语学习动机的影响。目的是回答以下两个研究问题:(1)初中英语课堂上教师常用哪种类型的纠正性反馈?(2)不同类型的教师纠正性反馈对学生学习动机是否有影响?如果有,主要表现在什么方面?如果没有,主要原因是什么?本研究的研究对象为广州市白云区某中学初二年级四个班,共191名学生和四名英语老师。三名女老师和一名男老师,他们的教龄和学历不尽相同。针对其不同类型的纠正性反馈的特征,比较并分析不同类型纠正性反馈对学生学习动机的影响。本研究从2016年9月12日开始至2016年12月12日结束,历时三个月,采用问卷、访谈、课堂观摩等研究工具进行质性个案研究。研究结果表明,在对学生口语错误的纠正过程中,教师偏向于使用明确纠错、重铸和引导的方式。就学生英语学习动机的五个变量而言,教师纠正性反馈能激发学生的英语学习动机,特别是对学生英语学习的自信心的激发作用最大。通过对六种教师纠正性反馈方式进行研究,发现重铸、引导、重复和请求澄清等纠正性反馈方式能激发学生的英语学习动机;然而,元语言反馈和明确纠错对提升学生学习动机帮助不大。此外,学生期望老师在进行反馈时能够在以纠正性反馈的基础上结合正面反馈,多给予表扬与肯定。最后,基于本研究的结果和讨论,对英语教师提出一些建议,希望能提高教师纠正性反馈的有效性,同时提高学生的英语学习动机。
[Abstract]:In recent decades, the influence of corrective feedback on students in L2 teaching has attracted much attention. Corrective feedback is regarded as an important part of L2 teaching, and its importance has been widely recognized by L2 researchers at home and abroad. Learning motivation is one of the most active factors in the process of second language learning, which is one of the main factors affecting second language learning. Based on the enlightenment of relevant research results at home and abroad, and based on the interaction hypothesis of Long, the attention hypothesis of Schmidt and the motivation theory of Lambert, this case study attempts to explore the learning environment of EFL in China. The characteristics of teachers' oral corrective feedback and its influence on junior high school students' English learning motivation. The purpose is to answer the following two research questions: (1) what types of corrective feedback are commonly used by teachers in junior middle school English classrooms? (2) do different types of teachers' corrective feedback have an impact on students' learning motivation? If so, what are the main aspects? If not, what is the main reason? The subjects of this study are 191 students and four English teachers in Grade two of a middle school in Baiyun District, Guangzhou. Three female teachers and one male teacher have different teaching years and qualifications. According to the characteristics of different types of corrective feedback, the influence of different types of corrective feedback on students' learning motivation is compared and analyzed. This study lasted for three months from September 12, 2016 to December 12, 2016. The qualitative case study was conducted with questionnaire, interview, classroom observation and other research tools. The results show that in the process of correcting students' oral errors, teachers tend to use explicit error correction, recasting and guidance. In terms of the five variables of students' English learning motivation, teachers' corrective feedback can stimulate the students' English learning motivation, especially the students' self-confidence in English learning. Through the study of six kinds of teachers' corrective feedback methods, it is found that the corrective feedback methods, such as recasting, guiding, repeating and requesting clarification, can stimulate students' English learning motivation. However, meta-language feedback and clear error correction are of little help in improving students' learning motivation. In addition, students expect teachers to give praise and affirmation on the basis of corrective feedback combined with positive feedback. Finally, based on the results and discussions of the present study, some suggestions are made to English teachers in the hope that they can improve the effectiveness of corrective feedback and improve students' motivation in English learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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