教师纠正性反馈语与故事转述:可理解输出假设验证的专业学生视角

Teachers Corrective Feedbacks and Story-retelling:Testing of Comprehensible Output Hypothesis from the Perspective of the English Major Students

以故事转述为路径来探寻英语专业学生语言可理解性输出假设理论在中国环境下的现实性,研究发现:1.故事转述中"要求-不要求"、"提醒-不要求"、"不要求-不提醒"组口语表现有显著差异;"提醒-不提醒"、"要求-提醒"、"要求-不提醒"组学生的表现没有差别;2.教师的纠正反馈语可以提高专业学生语言的"可理解性输出"的频率,学生对于老师跟常用的"诱导法"、"重复法"反应更敏感;3.教师的"诱导法"有利于学生口语水平的提高。

By way of story-retelling,we have studied the feasibility of the comprehensible output hypothesis theory in Chinese contexts for students of English major.The study revealed：1 .there exists significant differences in group oral performance between“no requiring-no reminding”“requiring-reminding”and“reminding-no requir-ing”groups ,while no significant differences between“requiring-no requiring”,and“requiring-no reminding”“re-minding-no reminding”groups.2.Teachers’corrective feedback can improve high school students’“comprehensible output”frequencies.Students were more sensitive to the“Recast”,“Elicitation”,“Recast”that teacher used more of-ten;3.In the students’opinion,teachers’Elicitation Method is conducive to improving their spoken English.