一项关于本族语及非本族语中学英语教师纠错反馈信念与实践的对比研究

发布时间：2024-02-21 01:37

　　在学生的英语学习过程中,学生在使用目标语言时不可避免地会犯各种错误。近几年来,口头纠错反馈一直是学术研究的焦点,它不仅为师生互动提供了机会,同时促使语言学习者会反思自己的话语,修正自己的输出。先前研究取得了不少的成就,主要包括两大话题:口头纠错反馈的分类以及探索教师进行纠错反馈最有效的方式。过去研究对于哪种纠错反馈方式最有效一直没有定论。学者指出,重要的不是探索最有效的纠错方式,而是研究在纠错反馈过程中影响其效果的因素。现有研究大多从学生角度出发,专注于学生的焦虑程度、英语水平等因素对纠错反馈的影响,少有研究从教师角度出发,探索教师因素对于纠错反馈的影响,更少有研究本族语老师以及非本族语老师在英语课堂纠错反馈中的异同。本研究主要通过半结构化采访及课堂观察来对比分析一所中学中一位本族语教师及一位非本族语教师对于口头纠错反馈的信念和实践。该本族语教师主要负责教授初中口语课堂授课,非本族语教师负责初二英语课堂授课。研究结果发现,本族语教师与非本族语英语教师在口头纠错反馈方面的信念和实践既有相似之处,但也存在一定的差异。尽管他们都相信口头纠错反馈在英语课堂中扮演着重要角色,她们对于纠正什么类型...

【文章页数】：80 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One General Introduction
    1.1 Research background
    1.2 Research rationale
    1.3 Research questions
    1.4 Organization of the thesis
Chapter Two Literature Review
    2.1 Theoretical foundations
        2.1.1 Input Hypothesis
        2.1.2 The Interactionist Theory
        2.1.3 Output Hypothesis
        2.1.4 The Noticing Hypothesis
    2.2 Definitions of main notions and their classifications
        2.2.1 Error and its types
        2.2.2 CF and its types
    2.3 Empirical research on CF
        2.3.1 Studies on the effectiveness of CF
        2.3.2 Teachers' beliefs about CF
        2.3.3 Studies on teachers' CF practices
        2.3.4 Comparing teachers' beliefs and practices about CF
        2.3.5 Comparing NESTs and NNESTs
    2.4 Summary
Chapter Three Methodology
    3.1 Context
    3.2 Case study
    3.3 Participants
    3.4 Data collection
        3.4.1 Non-participant classroom observations
        3.4.2 Audio/video recordings of classess
        3.4.3 Semi-structured interviews
    3.5 Data analysis
    3.6 Summary
Chapter Four Results and Discussion
    4.1 Teachers' beliefs' about CF
        4.1.1 Should learners' errors be corrected?
        4.1.2 Which errors should be corrected?
        4.1.3 When should learner errors be corrected?
        4.1.4 Who should correct learner errors?
        4.1.5 How should learner errors be corrected?
        4.1.6 Comparing NEST and NNEST's beliefs
    4.2 Teachers' CF practices
        4.2.1 The use of multiple feedback
        4.2.2 Helen's CF practices
        4.2.3 Henry's CF practices
        4.2.4 Comparing NEST and NNEST's practices
    4.3 Summary
Chapter Five Conclusion
    5.1 Summary of key findings
    5.2 Implications
    5.3 Limitations and recommendations
Appendices
    Appendix A
    Appendix B
    Appendix C
    Appendix D
References
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