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论有效重铸的特征 被引量：2

The Characteristics of Effective Recasts
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摘要 学术界普遍认为纠正性反馈对二语习得是有积极作用的。重铸已经被证明为使用频率最高的纠正性反馈方法,它的作用在二语习得研究方面受到越来越多的关注。我们对重铸的特征及其有效性的认识不断扩展,目前普遍认为,重铸的有效性受制于多种变量。本文通过文献研究,尝试探究有效重铸的特征并就如何进行有效反馈提出建议。 It is widely believed that the corrective feedback has positive effect be the most frequently used way of corrective feedback and its role in second on L2 learning. Recast has been proved to language acquisition gets more attention in recent years. Knowledge about the characteristics and effectiveness of recast continues to expand. Now it is widely accepted that its effectiveness is constrained by a wide range of variables. Based on a literature research, the present study tries to explore the characteristics of effective recast and make some suggestions on how to give effective recast.
作者 刘旭阳
机构地区 天水师范学院外国语学院
出处 《湖北第二师范学院学报》 2012年第6期17-19,共3页 Journal of Hubei University of Education
关键词 错误 纠正性反馈 重铸 error corrective feedback recast
分类号 H319 [语言文字—英语]
  • 相关文献

参考文献10

  • 1Lyster, R. & Ranta, L. Corrective feedback and learner uptake. [J ]. Studies in Second Language Acquisition, 1997, (19):37 - 66.
  • 2Lyster, R. Learning and teaching languages through content: A counter balanced approach [ M ]. Amsterdam: Benjamins, 2007.
  • 3Doughty, C. J. Instructed SLA: Constraints, compensation, and enhancement [ A ]. In C. J. Doughty & M. H. Long ( eds. ), The Handbook of Second Language Acquisition [ C ] Oxford: Blackwell, 2003 : 256 -310.
  • 4Maekey, A. & Philp, J. Conversational interaction and second language development: Recasts, responses, and red herrings? [J]. Modem Language Journal, 1998,(82):338 - 356.
  • 5Sheen, Y. Recasts, language anxiety, modified output, and L2 learning [J]. Language Learning, 2008, (4) :835 - 874.
  • 6Philp, J. Constraints on " noticing the gap" : non-native speakers' noticing of recasts in NS-NNS interaction I J]. Studies in Second Language Acquisition, 2003, (25) :99 -126.
  • 7倪文君.重铸纠正学生英语语法错误的实验研究[J].湖州师范学院学报,2007,29(5):118-121. 被引量：2
  • 8Havranek, G. When is corrective feedback most likely to succeed? [ J ]. International Journal of Educational Research, 2002, (37) :255 - 270.
  • 9Loewen, S. & Philp, J. Recasts in the adult English L2 classroom: characteristics, explicitness, and effectiveness [ J ]. Modem Language Journal, 2006, (90) :536 - 556.
  • 10Revesz. &Han Z. H. Task Content Familiarity, Task Type and Efficacy of Recasts [ J ]. Language Awareness, 2006, ( 15 ) : 160 - 179.

二级参考文献5

  • 1Lyster,R.Recasts,repetition,and ambiguity in L2 classroom discourse[J].Studies in Second Language Acquisition,1998(20).
  • 2Lyster R,Ranta L.Corrective feedback and learner uptake:negotiation of form in communicative classroom[J].Studies in Second Language Acquisition,1997(19).
  • 3Carroll S,Swain M.Explicit and implicit negative feedback:an empirical study of the learning of linguistic generalizations[J].Studies in Second Language Acquisition,1993(15).
  • 4Mackey A,Philp J.Conversational interaction and second language development:recasts,responses,and red herrings[J].The Modern Language Journal,1998(82).
  • 5Han Z.A study of the impact of recasts on the tense consistency in L2 output[J].TESOL Quarterly,2002(36).

共引文献1

同被引文献33

  • 1顾姗姗,王同顺.语言交互活动中的重铸反馈研究[J].中国外语,2009,6(4):54-59. 被引量：17
  • 2Ammar,A.& N.Spada.One size fits all? Recasts,prompts, and L2 learning [J].Studies in Second Language Acquisi- tion,2006.28 (4) :543-574.
  • 3Ammar,A.Prompts and recasts. Differential effects on sec- ond language morph syntax [J}.Language Teaching Re- search,2008.12(2) : 183-210.
  • 4Andrea Revesz. Working Memory and the Observed Effec- tiveness of Recasts on Different L2 Outcome Measures [J] Language Learning,2012, ( 1 ) :92 -125.
  • 5Ellis, R.Leowen, s.& Erlam, R. Implicit and explicit correc-tive feedback and the acquisition of L2 grammar[J].Stud- ies in Second Language Acquisition, 2006, (28) : 339-368.
  • 6Long, M. Problems in SLA [ M ].Mahwah : Erlbaum Associ- ates.2007.
  • 7Lyster,R,&L.Ranta.Corrective feedback and learner up- take-negotiation of form in communicative classrooms[J]. Studies in Second Language Acquistion, 1997, (1):37-66.
  • 8Lyster, R. Recasts, Repetition, and Ambiguity in L2 Class- room Discourse [J]. Studies in Second Language Acquisi- tion, 1998.20:53-82.
  • 9Lyster R.Differential effects of prompts and recasts in form-focused instruction [J].Studies in Second Language Acquisition, 2004 (26) :399-432.
  • 10Lyster, R.& J.Izquierdo. Prompts versus recasts in dyadic interaction [ J ].Language Learning, 2009.59 (2):453 - 498.

引证文献2

二级引证文献2

湖北第二师范学院学报
2012年 第6期

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