英语专业学生对教师纠错反馈语的接受度研究_英语论文

English Major Students’ Receptions of Corrective Feedback from English Teachers

摘要

教师的纠错反馈语即是教师对学生语言错误做出的应答与评判，作为课堂互动的手段在二语课堂中具有核心地位。纠错反馈既对于使学生了解自身中介语和目标语之间的差异和促进学生目标语的习得具有重要意义，也会对学生的学习心态产生影响。

本文对英语专业学生对于英语教师纠错反馈语的接受度进行研究，通过问卷调查的方法，调查学生对于纠错反馈整体上的心理层面的接受度，学生对纠错反馈策略的需求，包括对纠错反馈的频率，时机，纠正何种错误等等，以及学生对于基于Lyster分类的六种纠错反馈的接受度，有助于让英语专业教师了解到纠错反馈语可行的改进之处，从而提高教学的有效性。

本研究发现英语专业学生对教师纠错反馈语基本持积极态度，既注重语言的准确度也注重流利度，但其对纠错反馈的接受程度会受教师纠错态度的影响。学生整体上希望教师在学生结束发言后进行纠错，提高纠错频率并引导学生进行自我纠错。学生对各种错误的纠正期望值都很高，尤其是对语音和语言表达的纠正。对于不同类型的错误，学生对纠错反馈的类型需求区别不大。本研究也发现高年级学生会更积极于自主纠错而不是依赖教师。

基于上述发现，本研究认为教师应该给予更多纠错反馈，尤其是对学生口语 是否自然的反馈，多使用引导性反馈。对低年级的学生可以更鼓励他们进行自我纠错。

关键词：英语教学；纠错反馈；学生角度 

Abstract

Teacher’s corrective feedback is teacher’s response and evaluation to students’ language errors. As one important part of classroom interaction, it takes a crucial position in the second language learning field. Corrective feedback raises students’ awareness of the differences between their own language and target language, and it will also affect students’ learning attitude.

This essay analyses English major student’s reception of teacher’s corrective feedback. The questionnaire is designed to examine students’ attitude towards corrective feedback from various perspective, also to investigate student’s need of the strategy of corrective feedback, including the frequency, timing, type, etc. Questions are also set to examine students’ awareness of implicit corrective feedback. The study intended to let English major teachers to know the possible improvement of corrective feedback, to raise the effectiveness of teaching. The study analyses students’ reception towards corrective feedback in general, and also analyses gender, grade, and academic level’s impact on reception. 

The study finds that English majors are positive about corrective feedback, they want to be corrected more frequently, prefer to correct errors on their own under teachers’ guidance, and they both focus on the fluency and accuracy of utterance, while teachers’ attitude when they give feedback would affect student’s reception. Students have high expectations of receiving corrective feedback especially about their pronunciation errors and non-native utterances. There is no huge differences between students preference of different types of corrective feedback. The study also finds that high grade students are more willing to correct themselves rather than relying on teachers.

Based on the above findings, this study suggests that teachers should provide more corrective feedback, especially on whether their utterances are native enough, and guide students to correct themselves. Teachers may also encourage low grade students to correct by themselves more.

Keywords：English education；corrective feedback；student’s perspective

of compensation

Contents

Acknowledgements i

Abstract ii

Chinese Abstract iii

Table of Contents iv

Chapter One Introduction 1

1.1 Background 1

1.2 Significance of the study 1

1.3 Overview of the study 2

Chapter Two Literature Review 3

2.1 Definition of corrective feedback 3

2.2 Classifications of corrective feedback 4

2.3 Related studies 5

Chapter Three Methods 8

3.1 Research questions 8

3.2 Instrument 8

3.3 Participants in the research 9

3.4 Procedure 9

3.5 Data analysis 10

Chapter Four Research Results 11

4.1 Receptions in general 11

4.2 Receptions towards corrective feedback strategies 12

4.3 Receptions towards corrective feedback types 14

4.4 Grades' effects 17

Chapter Five Discussions and Implications 19

5.1 Discussions about receptions in general 19

5.2 Discussions about receptions towards corrective feedback strategies 19

5.3 Discussions about receptions towards corrective feedback types 20

5.4 Discussions about grades' effects 21

Chapter Six Conclusion 23

References 25

Appendix I 27