【作者】 裴明芬；

【导师】 武和平；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 近年来，随着第二语言课堂互动的深入研究，反馈这种课堂互动形式不但被教师经常性，高频率地使用，而且学生们也利用所收到的反馈来进行语言的有效输出。Lyster和Ranta(1997)，Pinker(1989)，Grimshaw和Pinker(1989)，Beck和Eubank(1991)认为：没有反馈就没有语言的习得。而属于两种反馈形式之一的负反馈更被各种年龄，各种语言环境，各种课型和课堂组织形式中的不同水平的学习者和老师广泛使用。大多数研究探讨了不同语境下教师-学生的互动情况以及各种互动下反馈的提供与使用情况，一些研究采用观察法描述了大学外语课堂和小学课堂以及自然情境中反馈的提供与使用情况，个别研究探讨了中学课堂的反馈使用情况，但是他们的研究只限于课堂观察而得出结果，并未用实验进一步加以验证．或其实验是在大学课堂上实施的．基于这种原因，本研究通过观察法和实验法相结合来探讨初中二年级作者所带一个班学生在3个月内反馈的提供与使用情况．本实验分为两个阶段，第一个月为第一个阶段，第一阶段教师按平时所采用的方法上课，同时用录音笔进行随堂录音和观察，结束后，进行数据分析，得出结论；第二阶段为期两个月，分为三轮，第一轮教师有意采用第一阶段得出的结论只针对学生所犯动词和时态错误来提供反馈类型再次探讨学生的即时习得；第二轮与第一轮间隔三到四天，针对第一轮学生所犯动词和时态错误设计相关练习，并提供所选的反馈类型来探讨学生的长时接纳情况；第三轮距第二轮相隔两周，继续就第一轮的错误设计不同的练习，并提供所选的反馈类型来探讨学生的长时接纳情况。研究中采用录音和观察监督相配合来收集数据，以期达到以下目的：1)教师的反馈对学生即时接纳的影响：哪种反馈方式更有助于学生的即时接纳?2)根据第一阶段观察结果，有意识地对学生采取最有效的影响习得的反馈方式，来观察学生的即时和长时习得。本文由六个部分组成：第一部分主要提出了本研究的目的及意义；第二部分回顾了国内外的相关研究并给某些关键词下了操作定义；第三部分介绍了与本研究相关的教学理论，主要有Long的交互假设和Swain的可理解性输出假设；第四部分介绍了被试，研究工具，研究步骤的具体工作，报告了数据收集的详细情况，包括学生所犯语法错误，教师提供的负反馈以及学生的即时，延时习得等；第五部分对所收集的数据进行了进一步讨论并得出结论；教师的负反馈：提示和问题澄清的确对学生的即时和延时习得都有影响，教师应该在上课时有选择的而且要在合理的时间间隔内(两周以内)及时向学生提供负反馈。第六部分提供了一些教学建议并指出本研究的不足之处。本研究的结论：1．语言水平相对较低的初二学生在语法方面表现出更多的问题；2．教师的负反馈能帮助学生注意到其错误并改正；3．诱导和问题澄清这两种负反馈对学生的即时和延时语言习得更有影响，尤其在解决时态和动词形式方面更有效。本研究的教学启示：1．教师不仅要选用适当的负反馈来提高学生的即时语言习得，而且更要重视其对学生延时语言习得的影响。2．教师在教学中既要注意意义交际，更要注意语言形式的正确运用。提供负反馈时要更多还原

【Abstract】 Some preliminary classroom research found that feedback is both frequently and consistently provided by teachers to their students (Lyster& Ranta, 1997), and it is used by the learners in their subsequent language production. Pinker (1989), Grimshaw and Pinker (1989), and Beck and Eubank (1991) argued that acquisition cannot occur without feedback. According to their argument, NF must be demonstrated to be both provided and used by all teachers and all learners, regardless of ages, language levels, contexts, types of lessons and pedagogic organizations and so on.Most studies at home and abroad explored the impact and types of provision and use of NF in various interaction contexts. Some of the research focused on college classroom or elementary classroom or natural setting, few on secondary classroom. Their conclusions lack further experimental evidence. Only a few researchers carried out experiments to test their findings, but they were mostly under college classroom settings and few under junior school classroom settings. So in this study, the students were in Grade Two, their English proficiency was generally on the same level, and the participants were the author’s Grade Two students in the author’s school. An automatic record pen was used as well as observation helped check the transcriptions. The author recorded and observed lessons for two periods: the first period contained 8 lessons for one month, (2 lessons each week) and the second period contained 16 lessons in three-round observation. The time span between the first and the second round was 3-4 days and the author designed exercises according to tense and forms of v. error type and provided elicitation and clarification requests to check students’ delayed uptake. The time span between the second and the third round was 2 weeks and the author again designed different exercises according to tense and forms of v. error type and provided the same two types of NF to check students’ delayed uptake.This study aimed at:1) the impact of teacher’s NF on learner-immediate-uptake: Which type of NF would help learners’ , immediate-uptake most?2) according to the first period observation, the most effective type of NF would be taken and then observe both learners’ immediate and delayed-uptake.This paper was composed of six chapters.Chapter 1 mainly introduced the whole picture of the present study and the purpose and significance of the present study. Chapter 2 gave a general background analysis of the present situation of the feedback at home and abroad and the definition of the key words.Chapter 3 provided some theoretical framework for the present study. It mainly relates to Long’s Theory of Interaction Hypothesis and Swain’s theory of Comprehensible Output Hypothesis.Chapter 4 introduced how the data of the present research were collected, including students’ errors, teacher’s NF and students’ following uptake and so on.Chapter 5 was a detailed discussion about the data collected and then a sound conclusion based on the data. It can be concluded from the levels of immediate uptake in the first round and delayed uptake in the second and third rounds that on the whole, the teacher’s NF had both immediate and delayed effects on the students’ uptake over time. On the other hand, it indicated that the selected types of NF: elicitation and the clarification requests did affect both the students’ immediate and delayed uptake on the tense and forms of verb error type a little more than the other types of NF. It was necessary for the teacher to check the students’ performance again and again in a comparatively reasonable time span (no more than 2 weeks) before the students could apply the items in question correctly in flexible situations.Chapter 6 provided some pedagogical suggestions and also limitations of the present study.The conclusions of the present study:1. The statistic results of the analyses suggested that the lower language level students (Grade 2 students in junior school in this study) might be the weakest in grammar among the four types of errors (lexical, grammatical, phonological and unsolicited use of the first language);2. It was found that the teacher’s NF was helpful to learners’ immediate uptake. It can help the learners notice and correct the errors they made. In our teaching in the future, we can attempt to use more frequently NF in our teaching. The most effective NF that led to the most immediate uptake seemed to be elicitation and clarification requests;3. The teacher’s selected NF: elicitation and the clarification requests did affect both the students’ immediate and delayed uptake on the tense and forms of verbs error type a little more than the other NF.The pedagogical suggestions of the present study:1. Findings of the present study seemed to support that it was necessary for the teacher to deal with the learners’ errors in the classroom setting. The teacher’s NF should be classified as more than the immediate treatment. Teacher’s NF of elicitation and clarification requests should have delayed characteristics and be carried out in a reasonably time span so as to check the students’ actual understanding of the immediate NF.2. The results of this study showed that focus-on-form was an essential part for the students to learn a language in the classroom setting. Teachers should focus both on form and meaning when teaching and learners should also drew attention not only to meaning, but also to form.更多还原