【作者】 刘丽娜；

【导师】 刘晓红；

【作者基本信息】 首都师范大学 ， 英语语言文学， 2012， 硕士

【摘要】 该论文试图通过结合错误更正策略和合作学习两方面为七年级的学生创造一个更加愉悦和高效的英语课堂。该论文旨在揭示通过合作学习进行错误更正的策略和一个轻松愉悦及高效的英语课堂之间的联系,两者的结合旨在增强学生的学习动机和改善他们的学习效果。该研究包含一份调查问卷,一个教学实验,前后测及一个调查访问。调查问卷旨在调查英语课堂上学生对于错误及错误更正的态度。实验旨在评估初一英语课堂上进行合作学习的有效性,具体评估内容如下：课堂上学生面对错误及错误更正的态度、学习动机和知识保留率。该实验中的两个教学班均来自巨人学校：分别为控制组(传统的教学模式进行教学)和实验组(通过合作学习进行错误更正的策略进行教学)。实验时长4个月,实验前和实验后分别进行前测和后测,以此比较实验前后新的教学模式对受试的学习动机,学习态度及学习效果等方面有无显著影响。新的教学模式具体教学步骤如下：通过创设真实语境鼓励学生应用理论知识,该语境涉及学生感兴趣的人和事：根据学生已有的知识水平提出相应问题,旨在测试学生已学识的掌握程度,为出现错误制造机会；鼓励学生回忆已学知识,合作学习,猜测正确形式；讨论猜测;利用已学知识检验猜测；总结已学知识和新学知识得出结论。控制组使用以教师为中心的语法讲解及错误更正的传统模式进行教学。实验结束时进行的调查访问旨在了解学生对于新的教学方法的感受。通过实验得到的数据采用SPSS进行分析。该数据及实验末的调查访问结果显示新的教学模式对英语学习确实有这积极显著的影响。基于研究的结论,本文探讨了怎样将新的教学模式进一步有效广泛地运用,并为以后的研究提出了建议。更多还原

【Abstract】 This study combines error correction and cooperative learning in an effort to create a better educational experience for seventh graders. The goal of this study is to reveal a link between error correction through cooperative learning and pleasant and effective learning experiences of seventh graders, the result of which should be increased motivation among the study participants.The purpose of the experiment cited in this paper is to gauge the effectiveness of error correction through cooperative learning in the seventh grade EFL classroom, in the following areas:retained knowledge, motivation, and attitude toward making errors and correcting them. A pretest/post-test group research design is utilized. The sample population consisted of two classes of seventh graders from Juren Training School in Beijing. There are thirty students involved in this study. The experimental group practiced error correction through cooperative learning for one semester in a real-world setting. The steps for teaching with this method are as follows:linking theory to practice by using realistic examples, including things the students are familiar with and interested in; presenting questions in order to test students’present knowledge and also to provide an opportunity for constructive errors to be made; encouraging guessing among students, so the diversity of the students’experiences can be expressed, and new errors can be made and corrected; discussion of the new hypotheses; testing the new hypotheses against rules that have already been learned; drawing conclusions from the combination of new and previously learned material.The control group was taught using the traditional method of teacher-centered grammar translation, error correction and explanation.This study collects data from one pretest, one post-test, a questionnaire about students’attitudes towards errors and error correction preferences, and a subsequent student interview. The statistical tool of the tests is used to determine whether there are significant inter-and intra-group differences. The results of the students’scores and improvement of their performance in the English classroom show the experimental group outperformed the control group significantly in the areas of academic achievement and motivation.The major findings of this study suggested that the seventh graders expect a relaxing and an effective way of correcting errors and error correction through cooperative learning helped significantly to enhance their motivation toward learning English and gain better academic achievements. Based upon the conclusion drawn from the study, error correction through cooperative learning is thus recommended to be integrated in seven grade’s English instruction. Pedagogical implications for the application of error correction through cooperative learning are proposed. Finally, suggestions for future research are recommended.更多还原