国外教师反馈研究三十年:理论与实践  

Research on Teacher Feedback in the Past Three Decades:Theory & Practice

作　　者：孔文[1] 吴艳花[1] 

机构地区：[1]常州大学外国语学院,江苏常州213164

出　　处：《大学英语教学与研究》2013年第3期90-96,共7页College English Teaching & Research

基　　金：教育部2010年度人文社会科学青年基金项目外语写作教学中的动态评估模型构建及其实证研究(项目编号:10YJC740055)的阶段性成果

摘　　要：本文系统梳理了二语习得与二语写作教学中的教师反馈研究。首先,分析了教育领域内反馈的定义和内涵,然后从历时角度阐述了不同学习理论和不同二语习得理论视角下的反馈观。其次,综述了二语写作教学中教师反馈研究的焦点,指出教师反馈研究中存在的问题及其对我国外语教学的启示。The purpose of this article is to present an overview of teacher feedback research in SLA and L2 writing. First, definitions and meanings of feedback in instructional field are analyzed. Second, interpretations of feedback in different learning theories are reviewed from a diachrunic perspective. Third, roles of feedback in different SLA theories are presented. Fourth, the foci of teacher feedback research in L2 writing are examined in detail. Finally, problems in teacher feedback research are discussed and its implications for EFL teaching practices in China are explored at the end of the article.

关 键 词：第二语言习得 二语写作 教师反馈 

分 类 号：G633.41[文化科学—教育学]