二语习得课堂教师口头纠正性反馈效果差异的实证研究  

Empirical Study on Differences of Effect of Teachers' Oral Corrective Feedback in SLA Classroom

作　　者：孙素音[1] 

机构地区：[1]浙江理工大学外国语学院,杭州310018

出　　处：《浙江理工大学学报（社会科学版）》2014年第2期136-140,共5页Journal of Zhejiang Sci-Tech University：Social Sciences

基　　金：教育部人文社会科学研究青年基金项目(11YJC740129);浙江理工大学2013年教改项目(el1337);浙江理工大学"教育部第三批大学英语教学改革示范点项目"(教高司函[2011]28号)

摘　　要：在证明二语习得课堂教师口头纠正性反馈方式有效的基础上,更加深入地调查了不同反馈方式、反馈周期、不同语言基础学习者接受反馈实验后的效果差异和效果的持续性,结果发现:"提示"的反馈方式要比"重述"和"明确纠正"效果更好;长期反馈处理比中短期处理所产生的影响要大,但与简短反馈处理没有大的区别;在接受同样的教学试验后,平均成绩越高的学生群体受益越大;调查显示口头纠正性反馈效果的持续性良好。此研究可丰富针对教师反馈的认识,对课堂英语教学实践有所启发。This paper investigates differences and sustainability of effect of different feedback modes, feedback period and different language foundation learners after feedback experiment on the basis of pro- ving the effectiveness of teachers＇ oral corrective feedback in SLA classroom. The result finds that ＂prompt＂ feedback mode has better effects than ＂restatement＂ and ＂explicit correction＇~ long-term feed- back processing has greater influence than short- and medium-term processing, but does not differ a lot from short feedback processing~ after receiving the same teaching test, students with a higher average score benefit more. The investigation shows that the effect of oral corrective feedback has a good sustain- ability. This research can enrich the understanding of teachers＇ feedback and enlighten the practice of classroom English teaching.

关 键 词：口头纠正性反馈 效果差异 

分 类 号：H319[语言文字—英语]