不同模态及趣味性续说任务对口语纠错效果及协同量的影响  

The Impact of Different Modalities and Interesting Continuation Tasks on Oral Error Correction and Coordination

作　　者：李天颐[1] LI Tian-yi(Guangzhou Medical University,Guangzhou511436,China)

机构地区：[1]广州医科大学,广东广州511436

出　　处：《湖北科技学院学报》2024年第5期75-81,共7页Journal of Hubei University of Science and Technology

基　　金：2021年广州医科大学教育规划课题(教改项目)“基于‘续论’的外语学习高效纠错研究”(01-408-2201081);2022年度广州市高等教育教学质量与教学改革工程高等教育教学改革一般项目“‘续论’视域下的外语学习高效纠错研究”(2022JXGG074)的阶段性研究成果。

摘　　要：本文着眼考察模态变量与趣味性变量对续说产出中协同量及错误率的影响,研究采用定性和定量相结合的方法。研究结果显示:在四组不同模态输入方式中,协同量最多,错误率最少的是视听读续说组。无论是低水平组还是高水平组,趣味性读后续说组较之无趣续说组协同效应更强,且语言流利度要高,语言错误率要更低。研究结果为纠错研究与大学英语口语教学提供了一套操作性强的续说标准和流程,为基于续论的英语口语教学提供了借鉴和参考。续说纠错教学模式,在教学模式上是一种创新,可以极大地提高学生学习的主动性和独立思考的能力,且可操作性强。Taking the factor of modal and interestingness as its focus,the present study intends to investigate the effect of the different audio-visual input modals and interestingness on Error correction in spoken output when involving in Reading-Speaking Integrated Continuation Task by Chinese EFL learners.This study conducted qualitative and quantitative method.Results show that Audio-visual-reading input modals is the most efficient way to achieve the maximum amount of alignment and make the minimum mistakes among four different input modals.No matter it's high language proficiency or low language proficiency level,the interesting-input reading-Speaking Integrated Continuation Task has better impact on Alignment,error correction and language fluency.These findings provide some Pedagogical implications standards for spoken-English teaching and learning based on continuation task.Continuation task involved in the spoken English training is an innovative method to stimulate students'motivation and foster students'ability of independent thinking,and it's very practical.

关 键 词：口语产出 续说 协同量 纠错 多模态 趣味性 

分 类 号：H319[语言文字—英语]