汉语教师和学习者对课堂纠错反馈信念和态度的比较

Chinese Teachers and Students Beliefs and Attitudes Regarding Corrective Feedback

教师和学习者对纠错反馈信念和态度的不相符会负面地影响纠错反馈的教学效果,还可能会阻碍第二语言的学习。本文采用问卷调查的方式比较和分析了194名汉语学习者和67位汉语教师对纠错反馈的信念和态度。结果发现,在是否应该纠错、谁来纠错、什么时机纠错、纠正什么错误、如何来纠错五个问题上,汉语教师和学习者存在着不同程度的差异。虽然大多数汉语教师和学生都赞同课堂纠错反馈,但是学习者更喜欢来自教师立即而明确的纠错,重视对语法和语音的纠错,偏爱规则讲解的纠错方式。而教师更喜欢间接和能够引出学生自我纠正的纠错策略。本文分析影响汉语教师和学习者纠错反馈信念和态度的因素,并讨论了此项调查对汉语课堂教学的启发。

The mismatch between student and teacher beliefs on corrective feedback can negatively affect student satisfaction with teacher implementation of corrective feedback and hamper second languag which e acquisition. This article provides a report of an exploratory study investigates and compares the beliefs and attitudes of Chinese learners and teachers regarding who, what, when, how, and why to correct errors in classrooms. A total of 194 students and 67 teachers responded to 21 closed-ended questionnaires and three semi-struc- tured questions. The results revealed that the students strongly favored direct and immediate corrective feedback from teachers,valued corrective feedback on grammatical errors,and pre- ferred a rule explanation strategy. In contrast,Chinese teachers favored implicit and self-re- pair corrective strategies. The article also analyzes the reasons behind these belief gaps and discusses the pedagogical implications of such research.