大学英语课堂教师纠正性反馈研究

论文摘要

近些年来,越来越多的研究者和教师开始重视纠正性反馈在二语课堂里的作用,几乎所有的研究结果和证据都表明,在学生的二语学习过程中教师应该进行纠正性反馈。然而鲜有人探究我国英语教师对纠正性反馈的理念,其在外语课堂的实际做法以及学生对教师纠正性反馈的看法和期望。本研究就试图从这几个方面展开。研究对象涉及150人:30名大学英语教师和120名非英语专业大二学生。本研究采用问卷调查,课堂观察和访谈三种调查手段收集相关数据和信息,并对数据和信息进行定性和定量分析,得出如下研究结论:1)教师对纠错性反馈有自己的理念,而且这些理念在很大程度上影响着教师的课堂纠错行为;2)在怎样纠错方面教师的理念与其课堂做法存在差距。尽管教师原本认为“启发”纠错方式是最有效的,但在课堂上,他们用得最多的却是“重述”这一纠错方式。3)教师在课堂上纠错时能考虑到学生们的情感因素。4)尽管从某种程度上来说教师能满足学生对纠错的需求和期望,但在某些方面做得还不够,如教师在课堂上提供的纠正性反馈量远不及学生所期望的;学生们最喜欢的纠错方式是“明确纠正”而不是老师们在课上用得最多的“重述”。本研究的意义在于为我国外语教学提供了一些启示:第一教师的纠正性反馈对学生的语言学习起着很重要的引导和促进作用。第二教师应抽出一定的时间和精力研究学生对于教师纠正性反馈方式的看法和期望,以有利于更好地帮助学生进步。第三,有必要组织教师进行纠错技巧的训练,以促使其更好地将理论知识与实际教学相结合。

论文目录

• 摘要
• Abstract
• Abbreviations
• Introduction
• Chapter 1 Literature Review
• 1.1 Terms of Major Concepts in the Study
• 1.1.1 Error vs. Mistake
• 1.1.2 Types of Errors
• 1.1.3 Definition of Corrective Feedback
• 1.1.4 Classification of Corrective Feedback
• 1.2 Relevant Theories on Corrective Feedback
• 1.2.1 The Behaviorist View
• 1.2.2 The Nativist View
• 1.2.3 The Cognitive View
• 1.2.4 Noticing Hypothesis
• 1.2.5 Krashen's Affective Filter Hypothesis
• 1.2.6 Summary
• 1.3 Previous Studies on Corrective Feedback
• 1.3.1 Previous Studies Abroad
• 1.3.2 Previous Studies in China
• 1.3.3 The Need for This Study
• Chapter 2 Design of the Study
• 2.1 Research Questions and Hypotheses
• 2.2 Participants
• 2.3 Research Instruments
• 2.3.1 Questionnaire
• 2.3.2 Classroom Observation
• 2.3.3 Interview
• 2.4 Data Collection and Processing
• Chapter 3 Data Analysis
• 3.1 Responses to the Questionnaires
• 3.1.1 Teachers' Beliefs and Students' Perspectives Regarding Corrective Feedback
• 3.1.1.1 Necessity of Corrective Feedback
• 3.1.1.2 Timing of Corrective Feedback
• 3.1.1.3 Error Correction: Whose Responsibility
• 3.1.1.4 Types of Corrective Feedback
• 3.1.1.5 Effects of Corrective Feedback
• 3.1.2 Students' Preferred Corrective Feedback Techniques
• 3.1.2.1 What Types of Errors to Be Corrected
• 3.1.2.2 When to Correct Errors
• 3.1.2.3 What Types of Corrective Feedback Students Prefer
• 3.1.2.4 Whose Responsibility to Correct Errors
• 3.2 Classroom Observation
• 3.2.1 Timing of Corrective Feedback
• 3.2.2 Types of Corrective Feedback and Error Categories
• 3.3 Post-Observation Interview
• Chapter 4 Discussion
• 4.1 Teachers' Beliefs in Corrective Feedback
• 4.2 Teachers' Beliefs and In-class Practice
• 4.3 Teachers' In-class Corrective Practice and Students' Needs and Expectations
• 4.4 Pedagogical Implications
• Conclusion
• Bibliography
• Appendices
• Acknowledgements
• 攻读学位期间主要的研究成果目录