教师纠正性反馈语与图片描述:可理解输出假设验证的高中生视角  

Teachers' Corrective Feedbacks and Picture Talking:Testing of Comprehensible Output Hypothesis from the Perspective of the Senior High School Students

作　　者：梁上伟[1] 龙绍赟[1] 

机构地区：[1]江西师范大学,江西南昌330022

出　　处：《疯狂英语（教师版）》2013年第4期108-111,126,共5页

基　　金：江西省社科规划项目<"可理解输出假设"的本土化实证探讨(08WX74)>研究成果之一

摘　　要：本文以图片描述为路径来探寻高中学生语言可理解性输出假设理论在中国环境下的现实可行性。研究发现:1.图片描述中"要求-不要求""提醒-不要求""要求-不提醒"组口语表现有显著差异,"提醒-不提醒""提醒-要求""不要求-不提醒"组学生的表现没有差异;2.教师的纠正反馈语可以提高高中学生语言的"可理解性输出"的频率,学生对于老师常用的"重复法""明确纠正法"反应更敏感;3.在学生看来,教师的"部分重说法"有利于他们口语水平的提高。The study explores the feasibility of the comprehensible output hypothesis theory for senior high school students in Chinese contexts by way of picture-talking. The study revealed:(1) there exists significant differences in group oral performance among 'requiring-no requiring' 'reminding-norequiring' and 'requiring-no reminding' groups, while no significant differences among 'remindingno reminding' 'reminding-requiring' and 'no requiring-no reminding' groups;(2) Teachers' corrective feedback can improve senior high school students' 'comprehensible output' frequencies. Students are more sensitive to the 'Repetition' 'Explicit Correction' that teacher use more often;(3) In the students' opinion, teachers' 'Recasts' is conducive to improving their spoken English.

关 键 词：教师纠正性反馈语与图片描述 可理解性输出 高中学生 

分 类 号：H319.3[语言文字—英语]