重铸与提示对初中生口语输出作用的比较研究

A Comparative Study on the Effects of Recasts and Prompts on Students' Oral English Output in Junior High School

本文采用测试和课堂观察研究方法,基于认知心理学,对口语输出过程中重铸与提示两种纠正反馈的有效性和学生的接纳情况作对比研究。实验结果表明,重铸和提示都对学生英语口语输出能力产生影响,但提示在语法、词汇和语用方面效果更明显些,而在语音错误方面,重铸引发的有效接纳较多。两种反馈方式的有效性差异与学习者语言能力、反馈的突显度及目标语言形式有关。基于以上研究发现,本文建议初中英语教师应充分了解反馈对象,选择合适的反馈方式并及时跟踪检测反馈的接纳效果,以期更合理、高效地运用重铸与提示,提高学生英语口语交际能力。

Drawing on Cognitive Psychology,this paper employs tests and classroom observation to make a comparative study on the effects of recasts and prompts on students'oral English output in junior high school.The results reveal that both prompts and recasts work on students'oral English output whereas prompts trump recasts in improving their global skills.Notably,prompts are superior to recasts in the domains of grammar,vocabulary and pragmatics,except pronunciation in which students'uptake for recasts excels prompts.The different effectiveness of recasts and prompts can be attributed to learners'language competence,salience of feedback,and targeted linguistic forms.Based on the above findings,teachers are advised to take into full account feedback agents,choose the appropriate feedback and follow its long-term effectiveness,which are facilitative for reducing students'errors and improving their English output competence.