中国一语、二语课堂教学会话中修正结构对比研究  

Comparative Study of the Conversational Repair in L1 and L2 Class

作　　者：张世蓉[1] 余婷 ZHANG Shi-rong;YU Ting(Foreign Languages School Lanzhou University of Technology,Lanzhou,Gansu 730050)

机构地区：[1]兰州理工大学外国语学院,甘肃兰州730050

出　　处：《牡丹江大学学报》2020年第8期64-67,共4页Journal of Mudanjiang University

摘　　要：近年来,对于课堂教学会话中修正结构的研究不断发展,对二语课堂教学中修正结构的研究丰富。本文旨在揭示中国一语、二语(英语)课堂教学会话中的修正结构特征及异同,研究发现:中国一语与二语课堂教学会话中的修正结构虽整体呈现出以三种修正结构为主,其他修正结构为辅的多元化模式,但在一语课堂教学会话中,最主要的修正启动方式却与二语课堂的不同,不是以自我启动修正为主,而是教师启动修正居多。本研究有利于一语、二语教师更深刻、全面的认识课堂中的会话修正结构特征及其差异,了解差异形成原因,更有效的实施一语、二语教学活动,提高语言教学效果,且对国内课堂教学会话修正研究有一定的完善作用。In recent years,researches on repair in class conversation are on the rise,and the outcomes of conversational repair in ESL(English as Second Language)class are abundant.The purpose of this paper is to make clear of the characteristics,similarities and differences of the repair structure in L1 class and L2 class.Although this research finds out that the main mode of the repair structure in L1 class and L2 class are similar,some distinct differences are worth exploring still.The most commonly used initiation of repair in L1 class is teacher-initiated,which is different from the self-initiated one in L2 class.Moreover,this paper is conducive to the L1 and L2 teachers to have a deeper and more comprehensive understanding of the repair in class conversation.By knowing the distinctions in this field of the two type of class,the L1 and L2 teaching activities would be carried out more effectively.And this research may do help to the domestic study in this field too.

关 键 词：课堂教学会话 修正结构 一语课堂 二语课堂 对比分析 

分 类 号：H319.9[语言文字—英语]