【摘要】 笔者以交互主义理论为立足点,将理论分析与实证研究相结合,选取辽宁大学国际教育学院三个中级汉语课堂的师生作为研究对象,通过对比学生对重铸和明确更正两种反馈方式的感知与修正效果,发现学生对针对其偏误的重铸的感知与修正效果更优,教师重铸方式的复杂程度也会影响学生对重铸感知的效果,对重铸的有效感知在一定程度上推动了学生的言语修正。更多还原

【Abstract】 This paper combines the theoretical analysis and empirical research by taking interaction theory as the starting point and choosing the three intermediate Chinese classrooms of the Institute of international education of Liaoning University.Through comparing the students’ perception and correction output between recast and the direct correction, it comes to the conclusion that the recast to students’ errors has a better effect on the perception and correction output, and the complexity of teachers’ way of recasting influences the students’ perception effect and to a certain extent,effective perception of recasting promotes students’ correction output.更多还原