教师口头纠正性反馈对中国中学生英语隐性语法知识发展的影响

论文摘要

关于纠正性反馈的讨论和研究是国外二语习得领域的热点话题之一。尽管如此,探索纠正性反馈和隐性知识发展之间关系的实证研究并不多见。国内研究者在此方面做的研究更是少之甚少。本研究以互动假说、输出假说和注意假说为理论依据,并结合Ellis和Loewen对隐性知识所做的研究,以实证方式探讨教师口头纠正性反馈对中国中学生英语隐性语法知识的发展的影响。具体检测重述和提示两种不同类型的教师口头纠正性反馈是否能够促使学生提高其隐性语法知识应用的准确性和自动性,同时考察这两种反馈方式对两种不同类型的英语语法结构的隐性知识提升是否产生不同的作用。此外,该研究还诊查了学生对教师纠错的态度和反馈效果之间的关系。本实证研究持续六周,采用前测—后测实验法,并辅以问卷调查。实验参与者为湖南长沙某高级中学的36名高二学生,所有受试随机均分为三组,并接受不同条件的实验处理。对重述组,笔者对相关错误提供了重述式反馈；对提示组,笔者给予了提示性反馈；对控制组,不提供任何形式的反馈。本研究揭示了如下结果：(1)前测表明三组受试对英语隐性语法知识的掌握均不理想。实验处理后,重述和提示组的受试对隐性语法知识的掌握明显高于控制组,说明上述两种纠正性反馈能促使学生提高其隐性语法知识应用的准确性和自动性。(2)重述和提示两种反馈方式对不同类型英语语法隐性知识所起的促进作用不尽相同。对于形态结构—过去时,重述和提示性反馈的作用基本一致；对于句法结构—与格形式,重述的作用明显优于提示性反馈。(3)学生对教师纠错的态度与反馈效果之间存在着较显著的正相关关系。对教师纠错持积极态度的学生受益更多。本研究能丰富现有的反馈研究,并对中国的反馈研究起一定的补充作用。本研究结果对中国EFL教学也有一定的指导意义,在教学中,教师应针对不同类型的语法错误即时提供纠正性反馈,并采用有效的反馈方式,以提高学生语法知识应用的准确性和自动性。

论文目录

• Abstract
• 摘要
• Abbreviations
• List of Tables and Figures
• Introduction
• 0.1 Background of the Study
• 0.2 Needs for the Study
• 0.3 Layout of the Thesis
• Chapter One Literature Review
• 1.1 Teacher's Oral Corrective Feedback
• 1.1.1 Definition of Teacher's Oral Corrective Feedback
• 1.1.2 Classification of Teacher's Oral Corrective Feedback
• 1.1.3 Empirical Studies on the Effects of Teacher's Oral Corrective Feedback Abroad
• 1.1.4 Empirical Studies on the Effects of Teacher's Oral Corrective Feedback in China
• 1.2 Implicit Knowledge
• 1.2.1 Definition of Implicit Knowledge
• 1.2.2 Measures of Implicit Knowledge
• 1.3 Relationship between Teacher's Oral Corrective Feedback and Implicit Knowledge
• 1.3.1 Theoretical Explorations
• 1.3.2 Empirical Studies
• 1.4 Comments on the Previous Studies
• Chapter Two Theoretical Foundations
• 2.1 The Interaction Hypothesis
• 2.2 The Output Hypothesis
• 2.3 The Noticing Hypothesis
• Chapter Three Methodology
• 3.1 Research Questions
• 3.2 Participants
• 3.3 Operationalizations
• 3.4 Research Instruments
• 3.4.1 Target Structures
• 3.4.2 Treatment Instruments
• 3.4.3 Testing Instruments
• 3.5 Research Procedures
• 3.6 Data Coding and Scoring
• 3.7 Data Analysis
• Chapter Four Results and Discussion
• 4.1 Results
• 4.1.1 Effects of Teacher's Oral Corrective Feedback on the Development of Implicit Grammatical Knowledge
• 4.1.2 Effects of Recasts and Prompts on the Development of Implicit Knowledge of Different Grammatical Structures
• 4.1.3 Relationship between Students' Attitudes towards Error Correction and Effects of Teacher's Oral Corrective Feedback
• 4.2 Discussion
• 4.2.1 Oral Corrective Feedback and the Development of Implicit Grammatical Knowledge
• 4.2.2 Effects of Two Feedback Strategies on the Development of Different Implicit Grammatical Knowledge
• 4.2.3 Students' Attitudes towards Error Correction and Effects of Feedback
• Chapter Five Major Findings,Implications and Future Studies
• 5.1 Major Findings
• 5.2 Implications
• 5.3 Limitations and Suggestions for Future Studies
• Conclusion
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Appendix Ⅴ
• Appendix Ⅵ
• Acknowledgements