对外汉语教师课堂积极反馈语研究  

The Research into the Usage of Positive Feedback in the Class Teaching Chinese as a Second Language

作　　者：刘弘[1] 王冰[1] 

机构地区：[1]华东师范大学对外汉语学院,200062

出　　处：《语言教学与研究》2013年第3期32-40,共9页Language Teaching and Linguistic Studies

基　　金：教育部人文社会科学规划基金项目"汉语国际推广背景下的对外汉语教师职前教育课程改革与培养研究"(项目号10YJA740098);上海市教育科学研究项目"教育国际化背景下来沪留学生的教育需求分析与对策研究"(项目号B12011)资助

摘　　要：积极反馈语(positive feedback)是指教师在课堂上对学生的正确回答所做出的肯定性话语,它对于构建课堂互动、促进师生之间的交流起着重要的作用,然而国内对外汉语界对此的专门研究却很少。本研究参考Zahorik的分析框架,对五位对外汉语教师共15课时中出现的课堂积极反馈语进行了定量统计和分析,结果表明对外汉语教师在课堂积极反馈语的使用上存在着一定的共性,而其中反馈用语形式单一、缺乏层次、较为随意等问题影响了教学效果。研究者据此对对外汉语教师课堂积极反馈语的使用提出了一些建议。Positive feedback means positive comments or information learners received in the language teaching, which is important for the interaction of classroom. This research is based on the categories used by J. Zahorik in classifying teachers＇ feedback to analysis 15 TCSL lessons. It re fleets the different ways teachers use positive feedback when teaching Chinese as a second language. The result shows that the way of complimenting or praising students is strongly personalized according to different teachers. It also shows that teachers make positive feedback based upon variables such as students＇ reactions, rather than the quality of a student＇ s performance alone. Based on this obser vation, the author of the paper makes an attempt to provide the TCSL teachers with some suggestions on how to use positive feedback.

关 键 词：对外汉语教师 积极反馈语 定量研究 

分 类 号：H195[语言文字—汉语]