不同水平英语教学中的教师纠正反馈语——一项基于语料库的研究

A Corpus-Based Study of Teachers' Corrective Feedback in English Classroom Interaction

本文采集了30节英语课的语料, 探讨三个不同水平课堂中教师如何针对学生语言错误选用纠正反馈语和这些反馈语如何影响学生的输出。研究表明, 教师针对学生词汇和语音错误的反馈语不受语言水平影响, 即采用形式协商法;教师针对语法错误选用的反馈语根据学生水平不同而变化; 形式协商法比其他反馈语更利于引导学生产生修正后的输出。

This paper reports a study of how teachers utilize corrective feedback following students' language errors and how the feedback affects the students' production of modified comprehensible output (MCO). The database is drawn from a corpus containing 30 China's EFL classes of three proficiency levels. The findings showed that teachers' corrective feedback following lexical and phonological errors was negotiation of form regardless of students' proficiency. But the teachers' feedback following grammatical errors varied in accordance with the students' proficiency. The data also showed that negotiation of form resulted in more students' MCOs than other types of feedback.