大学英语课堂中反馈与接纳关系的实证研究

The Empirical Study of the Relationship between Corrective Feedback and Learner Uptake in EFL College Classrooms

近些年来,二语课堂的师生互动研究在二语习得领域中备受关注。其中,修正性反馈是最为核心的部分。主要通过实证探讨大学英语课堂中教师修正性反馈与学习者接纳之间的关系。实验结果表明,引起学习者最多接纳的反馈是元语言反馈,其次是引导和要求澄清,再次是明确纠错和重复,最后是重铸。此外,学习者语言水平对修正性反馈的效果、接纳和修正错误都有影响。

In reeent years, the researeh on teacher- student interaction in classronm SIA has attracted much attention in the field of Second Language Acquisition. And corrective feedback was was the core of it. This paper was to investigate the relationship between corrective feedback and learner uptake in EFL college classrooms. The results indicated that matalinguistic triggered the most corrective feedback, the less to elieitation, clarification request, explicit correction and repetition, and the least to the recasts. Moreover, the learners＇ linguistic proficiency level affected the effectiveness of corrective feedback, and the students＇ uptake and repair of corrective feedback.