教师纠正性反馈语与看图说话:可理解输出假设验证的初中生视角  

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

作　　者：陈忠荣[1] 吴琼[1] 

机构地区：[1]江西师范大学外国语学院,江西南昌330022

出　　处：《江西教育学院学报》2013年第5期189-192,共4页Journal of Jiangxi Institute of Education

基　　金：江西省社会科学规划项目"‘可理解输出假设’的本土化实证探讨"研究成果之一;编号:08WX74

摘　　要：文章以看图说话为路径来探寻初中生语言可理解性输出假设理论在中国环境下的现实性。研究发现:1.看图说话中"要求—不要求"、"要求—提醒"、"要求—不提醒"组口语表现有显著差异;"提醒—不提醒"、"不要求—不提醒"、"不要求—提醒"组学生的表现没有显著性差异;2.教师的纠正反馈语可以提高初中生语言的"可理解性输出"的频率,学生对于教师常用的"明确纠正法"、"诱导法"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 junior high school students in Chinese contexts by way of picture - talking. The study reveals ： 1. there exists significant differences in group oral perform- ance between＂ requiting - no requiting＂ and＂ requiting - reminding＂ and＂ requiting - no reminding＂ groups, while no significant differences between＂reminding- no reminding＂, ＂no requiting- no reminding＂ and＂ no requiting-reminding＂ groups. 2. teachers＇ corrective feedback can improve junior high school students＇ ＂comprehensible output frequencies. Students were more sensitive to the＂ Recast＂, ＂Explicit Correction＂ that teacher used 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 看图说话 可理解性输出 初中生 

分 类 号：G622.0[文化科学—教育学]