汉语二语课堂互动中纠错反馈及其有效性研究

Error correction feedback and its effectiveness in Chinese L2 classroom interaction

通过对汉语二语课堂的观察和转写统计,考察了课堂互动中教师纠错反馈的使用情况,及其与学习者语言水平、语言错误类型和理解回应之间的关系,结果发现:汉语教师对学习者的语言错误较为敏感,尤其是对初级水平的学习者;重述反馈的使用率最高,特别是对于初级水平的学习者,而对于中、高级水平的学习者,形式协商的使用率显著提升;汉语教师面对语音错误时基本上只用重述进行纠错,在词汇和语法错误上,形式协商的使用率也显著提升;形式协商的理解回应率和整体的修正效果都要优于重述和明确纠正。

Through the observation and transfer statistics of Chinese L2 classroom,this paper investigates the use of error correction feedback by teachers in Chinese classroom interaction and its relationship with learners’level,types of language errors,and learners’uptake and repair.The result showed as follows:teachers are sensitive to the language errors of learners in the Chinese classroom interaction,especially for the learners at the elementary level;recast feedback is most commonly used,especially for the learners at the elementary level,while for the learners at the intermediate and advanced level,teachers use negotiation of form more frequently;teachers basically only use recast to correct phonological errors,and in lexical and grammatical mistakes,the use of negotiation of form has also increased significantly;the uptake and repair of negotiation of form are better than recast and explicit correction.