对外汉语课堂互动中纠正性反馈对习得的影响  

Impact of Corrective Feedback on Language Acquisition in Chinese L2 Classroom Interaction

作　　者：陆熙雯 高立群[2] 

机构地区：[1]美国布兰戴斯大学 [2]北京语言大学语言科学院

出　　处：《世界汉语教学》2015年第1期95-110,共16页Chinese Teaching in the World

摘　　要：纠正性反馈是课堂互动中的一个重要方面,关于纠正性反馈是否有助于第二语言习得,国内外很多学者持有不同的观点,有人认为纠正性反馈有助于第二语言习得,重述作为最常用的一种反馈手段能够引起学习者的注意并促进习得;有的学者则认为纠正性反馈对第二语言习得的帮助不大,学习者在与母语者交流的过程中,母语者提供的大多数重述都被学习者忽视了,重述对第二语言习得没有帮助。本文分别采用了一个课堂教学实验和一个实验室实验,探讨了对外汉语课堂中教师提供的纠正性反馈对学习者习得的影响,其中重点研究了重述与第二语言习得的关系。实验结果显示,纠正性反馈有助于短期和长期的第二语言习得,学习者能够区分肯定和否定两种不同功能的重述,重述有助于第二语言习得。Corrective feedback takes an important part in classroom interaction. How- ever, researchers hold different attitudes toward the relationship between corrective feed- back and second language acquisition. Through a classroom and a laboratory experiment, this paper discusses the impacts of corrective feedback on Chinese language learners, with focus particularly on the relationship between recasts and acquisition. Results from the two experiments demonstrate that corrective feedback contributes to both short-term and long- term second language acquisition. It is also found that learners can differentiate the nega- tive function of recasts from the positive, which indicates that recasts can promote second language acquisition.

关 键 词：纠正性反馈 理解回应 重述 关注意义的教学 关注形式的片段 

分 类 号：H195.3[语言文字—汉语]