【作者】 黄敏；

【导师】 周喻星；

【作者基本信息】 四川师范大学 ， 学科教学（英语）（专业学位）， 2019， 硕士

【摘要】 自20世70年代以来,作为课堂上师生互动的方式之一,修正性反馈受到越来越多的关注。修正性反馈是教师对学生语言错误做出的一种回应。它不仅可以提供学生更多的使用所学语言的机会,增加课堂上师生之间的互动,还可以提升学生语言表达正确率。国内外来自不同领域的学者们从不同的角度对修正性反馈进行了大量研究。已有的研究大多集中在修正性反馈的效果,修正性反馈的分类,学生的错误、教师的修正性反馈与学生的回应之间的关系研究等。国外学者对互动性课堂中的修正性反馈已有一定的研究和关注,而国内学者的目光多数集中在书面修正性反馈的研究,对英语教学课堂中的修正性反馈研究较少。在修正性反馈的相关研究中,国内外部分学者已经研究过影响修正性反馈类型选择的因素,包括学习者的年龄,学习者错误类型,学习者语言学能等,而国内对于高中生英语水平与教师修正性反馈类型选择的关系仍缺少研究。本文以Long的互动假说理论,Swain的输出假说和Schmidt的注意假说为理论基础,采用个案研究的方法以华西中学高一年级某英语教师及其所教班级46名学生为研究对象,通过课堂观察,问卷调查和访谈的方法研究以下三个问题:目前高中英语课堂中教师修正性反馈的运用情况,学生的英语成绩与教师修正性反馈类型选择的关系,以及不同水平的学生对教师所使用的修正性反馈的态度。根据课堂观察的结果,目前在英语课堂上最常使用的修正性反馈类型是重复和引导,其次是重铸和直接纠错,较少使用澄清请求、和元语反馈;而针对不同英语水平的学生,教师确实会使用不同的修正性反馈,通过分析课堂观察的数据和访谈发现,教师在课堂上对待成绩优异的学生错误,提供的修正性反馈通常是澄清请求和重复,而对待英语成绩较差的学生错误时,最常使用的是重铸和直接纠错;通过访谈和问卷调查的结果发现,英语成绩优异的学生比较满意教师目前使用的修正方法,而差生更希望教师使用诱导来提供反馈。因此笔者建议,高中英语教师在提供修正性反馈时,应多了解学生的学习需要,考虑不同层次学生的学习需求,为学生提供合适的修正性反馈及教学指导。更多还原

【Abstract】 Since 1970 s,as one form of the classroom interaction between teacher and students,corrective feedback(CF)has attracted more and more attention.Corrective feedback is teacher’s reaction or response to student’s error.It not only plays a great role in providing students with more opportunities to use what they have learned in class and increasing classroom interaction between teacher and students,but also promotes the accuracy of students using language.Scholars from different fields at home and abroad have conducted a quantity of research on corrective feedback.Most of them have focused on the effect of CF,the classification of CF,the relation among students’ errors,English teacher’s CF and students’ uptake etc..Scholars abroad have paid their attention to or even have studied the corrective feedback in teacher-student interactive classroom,while most scholars in China have concentrated on written corrective feedback.There are lack of studies on CF in English class.Among those studies on CF,some scholars have studied the factors that affect the selection of CF,including students’ age,students’ errors’ type and students’ language aptitude etc.,while in terms of studies on CF in China,there is quite a few studies on the relation between English teacher’s CF selection and students’ English achievement.On the basis of Long’s Interaction Hypothesis,Swain’s Output Hypothesis and Schmidt’s Noticing Hypothesis,this case study aims at studying the current situation of the application of CF in classroom in senior high school,the relation between students’ English level and English teacher’s CF selection and the attitudes of students from different English level toward CF provided by their English teacher.According to the result of classroom observation,English teacher in English class uses repetition and elicitation most,which are followed by recast and explicit correction,and they use clarification and metalanguage feedback least.What’s more,according to the classroom observation and interviews,English teacher does take students’ English level into consideration when they provide CF.English teacher tends to use clarification request and repetition to deal with high-achieving students’ errors,while English teacher always uses recast and explicit correction to deal with low-achievement students’ errors.By analyzing the data of interviews and questionnaire,the results reveal that high-achievement students are satisfied with the current CF type provided by their English teacher,while low-achievement students expect that their errors also can be corrected by elicitation.Thus,the suggestion is that English teacher should learn about students’ learning needs and students’ English level,and then provide appropriate corrective feedback and teaching direction for different students.更多还原