汉语课堂更正性反馈的调查与分析

Corrective Feedback in Chinese Language Classrooms

更正性反馈是近年第二语言习得和课堂教学研究的热点问题之一,但汉语教学界对更正性反馈的实证性研究却十分缺乏。本文采用课堂观察法对汉语课堂更正性反馈的频率、策略的分布以及与偏误类型的关系等进行初步的调查和分析。结果发现,汉语课堂的更正性反馈的频率很高,其中对语法偏误的反馈率最高。汉语课堂中使用最多的反馈策略是重铸,其次是形式协商,而传统的明确纠错的使用率最低。反馈策略与偏误类型有一定的关系,语音和语法的反馈以重铸策略为主,词汇的反馈策略以形式协商为主,汉语课堂更正性反馈的频率和策略分布一定程度上反映出汉语教学强调语言形式,关注形式与意义结合及重视学习者个体因素的特征。

Corrective feedback is one of the hottest issues in second language acquisition, but there are few empirical researches on corrective feedback in Chinese language classrooms. This study investigates the frequency and distributions of different types of feedback strategies and their relationships with error types. The study finds that the teachers are very sensitive to errors and provide negative feedback for most of them. Grammatical errors receive the highest feedback rate. Recast is the most-frequently used feedback strategy followed by negotiation of form, and explicit correction is the least used one. The teachers tent to select feedback types in accordance with error types： recast after grammatical and phonological errors and negotiation of form after lexical errors. The result reflects that Chinese language teaching is grammar oriented. It also indicates that the teachers emphasize communicative flow in classrooms and pay attention to learner＇s cognitive and affective variables when they use corrective feedback.