大学英语教师课堂口头纠正反馈信念研究

Research of College English Teachers'Oral Corrective Feedback Beliefs in Classroom

采用问卷调查和半结构访谈的方法,就大学英语教龄和研究方向对教师课堂口头纠正反馈信念进行了分析。定量研究结果是大学英语教师教龄变量对口头纠正反馈的可能采用方式和课堂口头纠正反馈的实际教学手段有显著影响,而教师研究方向对课堂口头纠正反馈的各变量无显著影响,教龄、研究方向对课堂口头纠正反馈信念各变量无交互效应。定性研究发现大学英语教师具备的口头纠正反馈信念较为模糊。以此为基础,就提高大学英语课堂教学效果、课程建设提出具体建议。

This article uses questionnaire surveys and semi-structured interviews to analyze teachers'oral corrective feedback beliefs in terms of college English teaching age and research direction.The quantitative research results show that the variable of teaching age has a significant impact on the possible ways and actual teaching methods of teachers'oral corrective feedback in classroom,while the research direction has no significant effect,and teaching age and research direction have no interaction effect on the variables of oral correction feedback beliefs in the classroom.The qualitative research finds that college English teachers'oral corrective feedback beliefs are relatively vague.On the basis of the findings,it puts forward specific suggestions on improving college English classroom teaching effects and curriculum construction.