英语课堂中的教师纠错与学生接纳

Corrective Feedback and Learner Uptake:The Case ofEFL Classrooms

本文主要研究教师的纠错反馈(纠错)及其与学生的接纳之间的关系。本文通过对6位教师的18节英语课(每位教师3节课,共计15.2小时)进行课堂观察、录音及分析,发现如下共同点:1.学生语法错误的数量远远高于其它任何类型错误的数量,教师对语法错误进行纠正的频率也高于对其它错误进行纠正的频率。2.教师倾向于重述学生的语法错误和语音错误;对于词汇错误,则倾向于用形式协商的方式加以纠正。3.学生语音错误的修正更多地出现在教师的重述和形式协商之后,而学生语法和词汇错误的修正则多数出现在形式协商之后。

This study explored teachers＇ corrective feedback, and its relationship with students＇ uptake. The database was drawn from transcripts of audio-recordings of 18 English lessons of six teachers with each teacher 3 lessons, totaling 15.2 hours. The major findings of the present study were as follows： 1. Grammatical errors were by far the most frequent ones among all errors made by learners and thus the treatment on them were more frequent than on other types of errors. 2. Teachers tended to recast grammatical and phonological errors and negotiate lexical errors. 3. Phonological repairs tended to follow recasts and the negotiation of form, whereas grammatical repairs and lexical repairs tended to follow the negotiation of form.