围绕“重说式”纠错的讨论

Recasts in SLA over a Decade

"纠错反馈"是否有益于和如何有益于二语学习是过去几十年研究界和教学界共同关注的议题,在不同的课堂纠错形式中,"重说式"纠错得到的关注最多。互动假说理论领军人物Long(1996)认为,"重说式"纠错由于其低显隐性,不但可以让学生把注意力暂时转移到相关语言知识上,还不会中断原来进行的意义交流,也不会出现因显性纠错可能带来的不快课堂气氛,因此可谓是二语课堂行之有效的纠错方式。然而Lyster等学者(1997,1998)发表的一系列研究数据显示,"重说式"是二语课堂使用最多、但效果最不理想的纠错方式。这一结论挑战了Long的观点,也引发了其后一系列围绕"重说式"纠错的细化研究,其中包括对纠错效果评估、纠错显隐度、所涉语言结构、教学环境、学生语言水平、学生个体差异的相关性讨论。本文将对这些讨论做一纵横两方面的梳理和总结。

For decades,whether and how corrective feedback is beneficial to second language learning and acquisition has been hotly debated.Among different modes of corrective feedback,recasts have received the most research interest.Long(1996,2006) posits that due to its low saliency,recasting allows learners' attention temporarily shifted to relevant language form but without interrupting meaningful communication between teacher and student;thus little tension can be created in the classroom.Nevertheless,based on a series of classroom studies,Lyster and his associates(1997,1998) point out that recast is the most often used corrective feedback but least effective in drawing students' attention to language forms involved.This conclusion has spawned a great deal of research in the past decade or so.This article is a review of the research studies that investigate the impacts of different external and internal factors on corrective feedback in general and recasts in particular.