书面纠错反馈对初级学习者汉字习得的效果与教学  

The Effect and Teaching of Written Error Feedback on Primary Learners'Chinese Character Acquisition

作　　者：蔡钰琳 CAI Yu-lin(Capital Normal University,Beijing 10089,China)

机构地区：[1]首都师范大学文学院,北京100048

出　　处：《语言与翻译》2024年第3期74-80,共7页Language and Translation

基　　金：教育部中外语言交流合作中心2023年国际中文教学实践创新项目(YHJXCX23-009)。

摘　　要：以80名亚美尼亚小学生为研究对象,运用实证法考察不同书面反馈形式随时间延长对汉字习得的效果及学生对反馈的态度。结果显示,元语言反馈在促学效果及稳定性方面显著优于直接、间接反馈,而后两者的差异不显著。学生对书面反馈持肯定态度,偏于元语言和直接反馈。教师应兼顾学生个体差异,构建多元反馈机制,强化反馈的引导和协调作用,提高教学效果。初级汉字教学阶段应注重培养学生的笔画观、部件观与结构观,提升汉字习得效率。Taking 80 foreign Chinese learners as the research subjects,this paper uses empirical methods to examine the effects of different written feedback forms on the prolongation of Chinese character acquisition over time and students'attitudes towards feedback.The results show that metalinguistic feedback is significantly better than direct and indirect feedback in promoting learning effect and stability,and the difference between the latter two is not significant;students have a positive attitude towards teachers'written feedback,preferring metalinguistic and direct feedback.Teachers should take into account the individual differences of students,build a multiple feedback mechanism,strengthen the guidance and coordination role of feedback,and improve teaching effectiveness.In the primary stage of Chinese character teaching,emphasis is placed on cultivating students’views on strokes,components and structures to improve the efficiency of learning Chinese characters.

关 键 词：书面反馈 汉字习得 汉字教学 

分 类 号：H195[语言文字—汉语]