大学生英语课堂口头纠正性反馈学习者信念对比研究
The Comparative Study of College Students’ Beliefs about Oral Corrective Feedback in English Classes
DOI: 10.12677/ML.2019.72025, PDF,  被引量    科研立项经费支持
作者: 杨 松：北京外国语大学，北京；中国矿业大学(北京)，北京
关键词: 口头纠正性反馈；学习者信念；对比研究；大学生；Oral Corrective Feedback； Learners’ Belief； Comparative Study； College Students
摘要: 本研究对英语专业和非英语专业学习者的纠正性反馈学习者信念进行了问卷调查，从学习者对于纠正性反馈的整体态度、优先反馈的错误类型、反馈时机和反馈方式的偏好四个方面进行了对比研究。研究结果表明，学习者信念受到文化背景、教学环境和语言水平的影响，并不完全相同，是动态变化的。两组学习者对纠正性反馈均持有积极态度，但是英语专业学习者有更强的焦虑感；两组学习者都重视语法错误的反馈，但是英语专业学习者对影响有效交际的错误和语音错误更为关注；两组学习者都希望在表达结束时得到反馈；两组学习者都优先选择显性纠正和重述的方式，而英语专业学习者更希望得到澄清请求的反馈方式。
Abstract: The research conducts the comparative study of college students’ beliefs about oral corrective feedback in English classes from non-English major students to English major students through questionnaire from the perspectives of beliefs of CF in general, the error types, the timing of CF and the preferred techniques of CF. The results indicate that students’ beliefs are not the same but dynamic, influenced by cultural background, instructional context and language proficiency. Both groups of learners welcome CF in general, but English major students hold more anxiety towards CF; both groups prefer to receive CF about grammatical errors, but English major students are more concerned with the errors that may impede communication and errors in pronunciation; both groups prefer to receive CF at the end of expression; both groups prefer to receive the CF techniques of explicit correction and recast, but English major students prefer the clarification request at the same time.
文章引用：杨松. 大学生英语课堂口头纠正性反馈学习者信念对比研究[J]. 现代语言学, 2019, 7(2): 193-199. https://doi.org/10.12677/ML.2019.72025

参考文献

[1] Wenden, A. (1999) An Introduction to Metacognitive Knowledge and Beliefs in Language Learning: Beyond the Basics. System, 27, 435-441. [Google Scholar] [CrossRef] 
[2] Horwitz, E.K. (1990) Attending to the Affective Domain in the Foreign Language Classroom. Northeast Conference on the Teaching of Foreign Languages, Middlebury, 15-33.
[3] Peacock, M. (1999) Beliefs about Language Learning and Their Relationship to Proficiency. International Journal of Applied Linguistics, 9, 247-265. [Google Scholar] [CrossRef] 
[4] Siebert, L.L. (2003) Student and Teacher Beliefs about Language Learning. The ORTESOL Journal, 21, 7-39.
[5] Tanaka, K. and Ellis, R. (2003) Study-Abroad, Language Proficiency, and Learner Beliefs about Language Learning. JALT Journal, 25, 63-83.
[6] Chavez, M. (2007) Students’ and Teachers’ Assessments of the Need for Accuracy in the Oral Production of German as a Foreign Language. The Modern Language Journal, 91, 537-563. [Google Scholar] [CrossRef] 
[7] Horwitz, E.K. (1999) Cultural and Situational Influences on Foreign Language Learners’ Beliefs about Language Learning: A Review of BALLI Studies. System, 27, 557-576. [Google Scholar] [CrossRef] 
[8] Peacock, M. (2001) Pre-Service ESL Teachers’ Beliefs about Second Language Learning: A Longitudinal Study. System, 29, 177-195. [Google Scholar] [CrossRef] 
[9] Kalaja, P. and Barcelos, A.M.F. (2003) Beliefs about SLA: New Research Approaches. Kluwer Academic Press, Dordrecht.
[10] Barcelos, A.M.F. and Kalaja, P. (2011) Introduction to Beliefs about SLA Revisited. System, 39, 281-289. [Google Scholar] [CrossRef] 
[11] Breen, M.P. (2001) Learner Contributions to Language Learning: New Directions in Research. Pearson Education, Harlow.
[12] Dörnyei, Z. and Ryan, S. (2015) The Psychology of the Language Learner Revisited. Routledge, New York.
[13] Horwitz, E.K. (1987) Surveying Student Beliefs about Language Teaming. In: Wenden, A.L. and Robin, J., Eds., Learner Strategies in Language Learning, Prentice Hall, London, 119-132.
[14] Horwitz, E.K. (1988) The Beliefs about Language Learning of Beginning University Foreign Language Students. Modern Language Journal, 72, 283-294. [Google Scholar] [CrossRef] 
[15] Ellis, R. (2006) Researching the Effects of Form-Focused Instruction on L2 Acquisition. AILA Review, 19, 18-41. [Google Scholar] [CrossRef] 
[16] Carroll, S. and Swain, M. (1993) Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations. Studies in Second Language Acquisition, 15, 357-386. [Google Scholar] [CrossRef] 
[17] Li, S. (2017) Teacher and Learner Beliefs about Corrective Feedback. In: Nassaji, H. and Kartchava, E., Eds., Corrective Feedback in Second Language Teaching and Learning, Routledge, Abingdon-on-Thames, 143-157. [Google Scholar] [CrossRef] 
[18] Kartchava, E. (2016) Learner Beliefs about Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts. TESL Canada Journal, 33, 19-45. [Google Scholar] [CrossRef] 
[19] Russell, V. (2009) Corrective Feedback, over a Decade of Research since Lyster & Ranta (1997): Where Do We Stand Today? Electronic Journal of Foreign Language Teaching, 6, 21-31.
[20] Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. and Chen, X. (2009) Second Language Learners’ Beliefs about Grammar Instruction and Error Correction. The Modern Language Journal, 93, 91-104. [Google Scholar] [CrossRef] 
[21] Jean, G. and Simard, D. (2011) Grammar Learning in English and French L2: Students’ and Teachers’ Beliefs and Perceptions. Foreign Language Annals, 44, 467-494. [Google Scholar] [CrossRef] 
[22] Yoshida, R. (2008) Teachers’ Choice and Learners’ Preference for Corrective-Feedback Types. Language Awareness, 17, 78-93. [Google Scholar] [CrossRef] 
[23] Brown, A. (2009) Students’ and Teachers’ Perceptions of Effective Foreign Language Teaching: A Comparison of Ideals. The Modern Language Journal, 93, 46-60. [Google Scholar] [CrossRef] 
[24] 文秋芳. 英语学习者动机、观念、策略的变化规律与特点[J]. 外语教学与研究, 2001(2): 105-110.
[25] 胡坚. “错误”研究的理论与方法及错误纠正策略[J]. 山东外语教学, 2004(5): 57-60.
[26] 施光. 英语课堂中的教师纠错与学生接纳[J]. 外国语言文学, 2005(4): 242-248.
[27] 范玉梅, 徐锦芬. 国外二语/外语课堂口头纠正性反馈研究综述[J]. 解放军外国语学院学报, 2016, 39(5): 121-128.
[28] 朱彦. 透过“反馈”之镜, 倾听课堂之音——大学英语学习者对口头纠错反馈的信念探究[J]. 外语与外语教学, 2006(1): 33-40.
[29] 谢斌. 大学英语课堂教师纠正性反馈研究[D]: [硕士学位论文]. 长沙: 中南大学, 2008.
[30] 王妤. 英语课堂互动中教师纠正性反馈和学生回应的研究[D]: [硕士学位论文]. 太原: 山西师范大学, 2014.
[31] Almarza, G.G. (1996) Student Foreign Language Teacher’s Knowledge Growth. In: Freeman, D. and Richards, J.C., Eds., Teacher Learning in Language Teaching, Cambridge University Press, New York, 50-78.
[32] Kern, R.G. (1995) Students’ and Teachers’ Beliefs about Language Learning. Foreign Language Annals, 28, 71-92. [Google Scholar] [CrossRef] 
[33] Lyster, R. and Ranta, L. (1997) Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms. Studies in Second Language Acquisition, 19, 37-61. [Google Scholar] [CrossRef] 
[34] Sheen, Y. (2004) Corrective Feedback and Learner Uptake in Communicative Classrooms across Instructional Settings. Language Teaching Research, 8, 263-300. [Google Scholar] [CrossRef] 
[35] Sheen, Y. (2006) Exploring the Relationship between Characteristics of Recasts and Learner Uptake. Language Teaching Research, 10, 361-392. [Google Scholar] [CrossRef]