大学英语课堂纠正性反馈的调查与分析

The Study of Corrective Feedback in College English Classroom

纠正性反馈的作用一直是外语课堂互动研究的热点问题之一。文章采用课堂观察的方式,对5位教师的20节大学英语2课程(每位教师4节课,共计15小时)进行录音,并通过结果分析,探讨教师如何使用不同纠正性反馈方式对学生的各类错误进行纠正,以及不同反馈方式所引起的学习者接纳情况。研究表明,教师在纠正学生的语法及词汇错误时,最常使用的反馈方式为形式协商;而针对语音错误,使用频率最高的反馈方式为重述。同时,各类错误中使用频率最高的反馈方式同时也获得了最好的修正效果。

The study on the effects of the corrective feedback has always been one of the focuses in the classroom interaction offoreign language teaching. The data wasbased on the recordings of 20 College English 2 lessons from 5 teachers （with each teacher 4lessons and 15 hours in total）. The study was to explore how different corrective feedback types are used by the teachers to correctlearners＇ errors of different types, and to study learners＇ uptake based on these types of corrective feedback. The findings indicate thatnegotiation in form is applied most frequently to correct learners＇ errors in grammar and word choice, while recast is most frequentlyused to correct their phonological errors. Meanwhile, the mostly frequently used type of corrective feedback within each type of error isalso the most efficient to produce the modified comprehensible output.