基于中国EFL课堂的中外教师口头修正性反馈对比研究

A Contrastive Study of Foreign and Chinese Teachers' Oral Corrective Feedback in China EFL Class

本文基于课堂观察,尝试从社会文化理论的视角来探讨中外教师课堂上修正性反馈的使用及效果是否存在差异,研究发现:1)不同反馈类别差异检验显示中外教师在澄清请求反馈的使用上有差异明显,在其他类别上无明显差异。2)外籍教师的澄清请求和中国教师的说教重铸修正效果显著,总体来讲,两类教师课堂上修正性反馈的修正效果不是很理想。3)问卷调查和访谈显示,中外教师课堂上的修正性反馈的支架效果受到了反馈重点,反馈目的和错误类型的影响。总体来讲中外教师使用的修正性反馈类别及其修正效果并无很大差异,但均能起到促进师生意义协商和学习者输出的作用。

Based on classroom observation, this paper investigates the differences of corrective feedback and their effects in Chinese and foreign teachers’ class by using social cultural theory. The research finds that: 1) Statistical significance of clarification request can be found in Chinese and foreign teachers’ class but no statistical significance found with other feedback forms;2) There is a significant corrective effect with foreign teachers’ clarification request and Chinese teachers’ didactic recast. Generally speaking, the corrective effect of different types of feedback is not satisfactory;3) The corrective effect is influenced by the focus and purpose of feedback as well as the type of errors. It can be concluded that there is no significant difference between Chinese and foreign teachers in their use of corrective feedback and the consequent effects, but they can be of some help in accelerating teacher-students’ meaning negotiation and promoting students’ output.