外语课堂互动中教师修正性反馈意愿和学生感知的对比研究  

Teachers' Intentions and Learners' Perceptions about Corrective Feedback during Foreign Language Classroom Interaction

作　　者：王小慧[1] 

机构地区：[1]陇东学院外语学院,甘肃庆阳745000

出　　处：《大学英语教学与研究》2012年第2期28-32,共5页College English Teaching & Research

基　　金：陇东学院青年科技创新项目资助成果之一(项目编号:XYSK0921)

摘　　要：为检验外语课堂互动中的修正性反馈的有效性,本研究运用课堂观察、刺激性回忆和深度访谈法从反馈语言目标、反馈策略和反馈对象的参与性质三个方面对外语课堂互动中的教师修正性反馈意愿和学生感知进行对比,结果发现:教师就语音进行反馈时,学生能够准确地理解教师的反馈意愿,而就句法进行反馈时,教师的反馈意愿往往被学生误解;其次,相对于隐性的反馈策略,教师采用明示的反馈策略时,其反馈意愿容易被学生理解,而在使用隐性的反馈策略时,使用重述比意义协商法反馈更容易被学生理解;最后,当教师的反馈针对于学习者本人时,其反馈意愿就容易被学生理解,而如果教师的反馈是针对其他同学时,反馈意愿则往往难以引起学习者的重视。In order to investigate the effectiveress of corrective feedback provided during foreign language classroom interaction, this paper presents a contrastive research on teachers＇ intentions and learners＇ perceptions about corrective feedback from the aspects of linguistic targets of feedback, types of feedback strategies and the nature of the participation. The results demonstrate that learners＇ perceptions and teachers＇ intentions about the linguistic target of corrective feedback overlap the most when the feedback is concerned with pronunciation and is provided explicitly. Also, the linguistic targets of the feedback are provided more accurately when the feedback is directed at the learners themselves rather than at their classmates.

关 键 词：课堂互动 修正性反馈 教师意愿 学生感知 对比研究 

分 类 号：G633.63[文化科学—教育学]