基于二语习得理论和实证研究的课堂纠错反馈原则

Principles for Corrective Feedback Based on Second Language Acquisition Theories and Research Findings

纠错反馈的特点和效果是近几十年第二语言习得和教学研究的热点课题之一,虽然二语习得理论和研究证明纠错反馈对二语能力的发展有积极的作用,但是二语课堂纠错反馈的实践却存在主观随意、模糊不清、不系统等问题。现有的一些课堂纠错反馈的原则和方法大多是根据教学理论,特别是交际教学法提出的,而不是以二语习得的理论和实证研究结果为依据的。本文将从二语习得的互动-认知理论和社会文化理论的角度,以纠错反馈的实证研究成果为依据,阐述汉语课堂纠错反馈的十项原则,以期指导汉语课堂的纠错反馈实践。

Corrective feedback is one of hot topics in the fields of second language acquisition and teaching.Though a great deal of empirical research has found that corrective feedback occurred in interaction can benefit second language development,corrective feedback as a pedagogical method has been used inconsistently and ambiguously in language classrooms.Current principles and methods of corrective feedback are mostly based on second language teaching theories,especially communicative language teaching,rather than second language learning theories or research findings.This article discusses ten principles for corrective feedback in language classrooms based on the latest theories and research findings mainly from the cognitive and sociocultural perspectives in second language acquisition.