不同语言水平大学英语学习者口头纠正性反馈信念研究
College English Learners’ Beliefs about Oral Corrective Feedback at Different Proficiency Levels
摘要: 本研究针对非英语专业和英语专业学习者的纠正性反馈信念进行了问卷调查，通过主成分分析，共提取出5个影响因子，同时对不同语言水平学习者对于纠正性反馈的重要性、纠错类型、纠错的提供者、纠错的时机和纠错方式进行了比较分析。本研究验证了问卷的有效性，同时发现语言水平对于学习者的纠正性反馈信念有重要影响。
Abstract: The research conducts a study of college students’ beliefs about oral corrective feedback in Eng-lish classes from non-English major students and English major students, and identifies five components in their beliefs through Principle Components Analysis, and compares the students’ beliefs at different proficiency levels from the perspectives of the importance of CF, the error types to correct, the providers of CF, the timing of CF and the preferred types of CF. The results validate the questionnaire and indicate that the proficiency levels have an impact on college students’ beliefs about CF.
文章引用：杨松. 不同语言水平大学英语学习者口头纠正性反馈信念研究[J]. 现代语言学, 2021, 9(6): 1527-1534. https://doi.org/10.12677/ML.2021.96209

参考文献

[1] 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, New York, 143-157. [Google Scholar] [CrossRef] 
[2] Breen, M.P. (2001) Learner Contributions to Language Learning: New Directions in Research. Pearson Education, Harlow.
[3] 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] 
[4] Sheen, Y. (2007) The Effects of Corrective Feedback, Language Aptitude, and Learner Attitudes on the Acquisition of English Articles. In: Mackey, A., Ed., Conversational Interaction in Second Language Acquisition, Oxford University Press, New York, 301-322.
[5] 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.
[6] Horwitz, E.K. (1990) Attending to the Affective Domain in the Foreign Language Classroom. In: Magnan, S. (Ed.), Shifting the Instructional Focus to the Learner, Northeast Conference on the Teaching of Foreign Languages, Middlebury, VT, 15-33.
[7] Horwitz, E (1987) Surveying Student Beliefs about Language Teaming. In: Wenden, A.L. and Robin, J., Eds., Learner Strategies in Language Learning, Prentice Hall, Englewood Cliffs, NJ, 119-129.
[8] Horwitz, E.K. (1988) The Beliefs about Language Learning of Beginning University Foreign Language Students. Modern Language Journal, 72, 283-294. [Google Scholar] [CrossRef] 
[9] Barcelos, A.M.F. and Kalaja, P. (2011) Introduction to Beliefs about SLA Revisited. System, 39, 281-289. [Google Scholar] [CrossRef] 
[10] 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] 
[11] 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] 
[12] Li, S. (2009) The Differential Effects of Implicit and Explicit Feedback on Second Language (L2) Learners at Different Proficiency Levels. Applied Language Learning, 19, 53-79.
[13] Panova, I. and Lyster, R. (2002) Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom. TESOL Quarterly, 36, 573-595. [Google Scholar] [CrossRef] 
[14] Sheen, Y.H. (2004) Corrective Feedback and Leaner Uptake in Communicative Classrooms across Instructional Settings. Language Teaching Research, 8, 263-300. [Google Scholar] [CrossRef] 
[15] Kennedy, S. (2010) Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices. TESL Canada Journal, 27, 31-50. [Google Scholar] [CrossRef] 
[16] Allwright, D. and Bailey, K. (1991) Focus on the Language Classroom. Cambridge University Press, Cambridge.
[17] 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+160.
[18] 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.
[19] 施光, 刘学惠. EFL教学中的纠错——教师与学生的看法与纠错效果的关系[J]. 外语教学理论与实践, 2008(2): 29-32+44.
[20] 庄欣. 课堂英语口语纠错反馈机制研究[J]. 外语教学, 2012(2): 48-52.
[21] Kartchava, E. and Ammar, A. (2014) Learners’ Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom. TESOL Quarterly, 48, 86-109. [Google Scholar] [CrossRef] 
[22] Hendrickson, J.M. (1978) Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice. The Modern Language Journal, 62, 387-398. [Google Scholar] [CrossRef] 
[23] Agudo, J. (2015) How Do Spanish EFL Learners Perceive Grammar Instruction and Corrective Feedback? Southern African Linguistics and Applied Language Studies, 33, 411-425. [Google Scholar] [CrossRef] 
[24] Davis, A. (2003) Teachers’ and Students’ Beliefs Regarding Aspects of Language Learning. Evaluation & Research in Education, 17, 207-222. [Google Scholar] [CrossRef] 
[25] Lee, E. (2013) Corrective Feedback Preferences and Learner Repair among Advanced ESL Students. System, 41, 217-230. [Google Scholar] [CrossRef] 
[26] Schulz, R.A. (2001) Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback: USA-Colombia. The Modern Language Journal, 85, 244-258. [Google Scholar] [CrossRef] 
[27] Brown, A.V. (2009) Students’ and Teachers’ Perceptions of Effective Foreign Language Teaching: A Comparison of Ideals. The Modern Language Journal, 93, 46-60. [Google Scholar] [CrossRef]