学生对英语听说类课堂纠错反馈的需求研究

A Study on Students Demand for Classroom Corrective Feedback in Course Category of English Listening and Speaking

本文主要研究学生对英语听说类课程课堂纠错反馈的实际需求,通过对249名本科生进行问卷调查发现:学生整体上对英语听说类课堂纠错反馈持积极态度;学生希望教师是纠错反馈主体,但随着英语水平的提高,对自己纠错的意愿增强;学生在不同的课堂互动形式中表现出不同的纠错时机需求;学生普遍认为在听说课堂上最应该被纠正的错误是语音错误和语用错误,语音错误和词汇错误的纠错效果最好,语用错误的纠错效果最不理想;学生普遍希望教师采用明确纠错、引导和重述方式来纠正各类错误,英语水平影响元语言反馈方式的认可度,英语专业学生较非英语专业学生更认可引导方式纠错。

This paper focuses on the students demand for classroom corrective feedback in course category of English listening and speaking. Through a questionnaire survey of 249 undergraduates, firstly, it is found that students mainly have a positive attitude towards classroom corrective feedback in such course category. Secondly, students still hope that teachers are the main body of error correction, but with the improvement of their English level, students’ willingness to correct errors themselves is enhanced. Thirdly, they have different preferences to correction time in different forms of classroom interaction. Fourthly, they generally think that the errors which must be corrected are phonetic errors and pragmatic errors in course category of listening and speaking;phonetic errors and lexical errors are the ones that are corrected most efficiently, while pragmatic errors are with the worst correction effect. Fifthly, students generally hope that teachers can correct all kinds of errors with explicit correction, elicitation and recast;English proficiency affects the acceptance of metalinguistic feedback;English majors are more likely to accept elicitation than non-English majors.