【作者】 李淑文；

【导师】 王启燕；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 外语学习领域对学习者错误的研究始于上世纪50年代,从对比分析,错误分析,到中介语分析,尽管学习者的错误以及错误纠正的研究一直很受到众多研究者的关注,且研究者们之间的争议很大,没有形成定论。但最近几年,多数研究者们对纠错反馈在二语习得领域中的角色及意义的肯定逐渐达成共识,并开始系统的研究错误反馈。许多研究者,如Bailey,Chaudron,Long等人,对错误反馈的研究都有了一定的成果。他们为研究错误反馈而提出了一些方法和模式。本篇文章即是在Chadron提出的5个问题的模式上,对高中英语课堂纠错反馈所做的一项调查研究。文章分为5部分。第一部分为引言,介绍了本篇论文的研究背景以及研究问题。第二部分为文献综述部分,综合阐述了本篇论文的理论背景,其中包括“错误”的界定,纠错反馈的定义及类型,与纠错反馈相关的理论假说,以及教师在课堂处理错误纠正需要面对的问题。第三部分为调查部分。调查主要以问卷的形式展开。调查对象来自长春三所高中188名高一学生和52名高中教师。调查的目的旨在对比师生对错误纠正的态度。结果显示教师与学生对错误纠正的态度的确存在差别。多数师生普遍认同错误应该纠正,但在何时纠正,如何纠正,纠正哪些错误,以及纠正主体上,师生看法存在一定的差异。第四部分是教学启示和建议部分。论文根据调查结果向教师提供了一些教学上的建议。由于错误纠正是一个极其复杂的过程,教师在纠错时应该考虑学生的认知水平、情感状态、学生对错误纠正的偏好。同时教师可以通过提升自己的理论知识、加强与教师间的合作交流、并且展开班级实证研究提高口语错误纠正的效果。第五部分为结语。结语对论文调查进行了总结。由于本文是一个小型研究,难免存在不足之处,有关纠错的一些问题仍有待进行更深入的探讨。更多还原

【Abstract】 Over the last few years, the role played by corrective feedback in language acquisition has become a highly controversial issue. Though disputed theories and research articles collide with each other, there appears to be a growing consensus among the majority of researchers and language practitioners concerning the significance of the role played by corrective feedback in the process of second language acquisition. Many researchers, such as Bailey, Chaudron, Long, etc., have contributed much to this field. They bring forward the models and measures for oral error feedback. on the basis of the model proposed by Chaudron, this thesis presents findings based on a comparison of students’and teachers’attitudes towards oral error feedback involving 188 high school students and 52 high school teachers.The thesis is composed of five parts. First, the Introduction part describes the background and the purpose of the study. The present study is based on the theories of the effect of error correction in second language acquisition and foreign language study.Chapter one is the Literature Review part. It addresses the theoretical background of the survey, including the definition of“error”, definition and types of corrective feedback, theoretical stances on the role of corrective feedback, and the process of decision making in classroom.Chapter two and Chapter three is the survey part. The survey is conducted in 3 senior high schools in Changchun. The results show that students and teachers do hold different attitudes towards some internal aspects of oral error feedback. Though most students and teachers hold that leaner errors should be corrected, their attitudes towards when and how to correct learner errors are significantly different.In Chapter four, some teaching implications are provided. In the process of correcting students’oral errors, teachers should take students’cognitive, affective reality and students’preferences of error feedback into consideration. In the process of professional development, teachers should update their knowledge and communicate with other teachers; classroom-based action research is strongly advocated since it helps teachers identify and discover solutions to the problems in teaching.The last part is Conclusion. It makes a general summary of the survey results and suggests that since the survey was carried out in a very small scale, it has certain limits and a number of relevant issues still remain for further discussions and investigations.更多还原