基于中国EFL课堂的中外教师口头修正性反馈对比研究
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摘要
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.
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.
引文
[1]Ellis,R.Researching the effects of form-focused instruction on L2acquisition[J].AILA Review,2006(19):18-41.
[2]Chaudron,C.A descriptive model of discourse in the corrective treatment of learners’errors[J].Language Learning,1977,27:29-46.
[3]Saito,K.&R.Lyster.Investigating the pedagogical potential of recasts for L2 vowel acquisition[J].TESOL Quarterly,2012,46:387-398.
[4]Lyster,R.&L.Ranta.Corrective feedback and learner uptake:Negotiation of form in communicative classrooms[J].Studies in Second Language Acquisition,1997,20:37-66.
[5]Xu Shanshan.An investigation into teachers’corrective feedback in Chinese EFL classrooms[J].Chinese Journal of Applied Linguistics,2012,35(4):480-505.
[6]王伟清.国内二语教师口头纠错反馈实证研究25年---一项准元分析[J].外语教学理论与实践,2017,(3):64-71.
[7]Ellis,R.&Sheen,Y.Reexamining the role of recasts in second language acquisition[J].Studies in Second Language Acquisition,2006,28(4):575-600.
[8]Li,S.The interface between feedback type,L2proficiency,and the nature of the linguistic target[J].Language Teaching Research,2014,18:373-396.
[9]Yang,Y.&Lyster,R.Effects of form-focused practice and feedback on Chinese EFL learners'acquisition of regular and irregular past tense forms[J].SSLA,2010,32:235-263.
[10]李丹丽.二语课堂互动话语中教师“支架”的构建[J].外语教学与研究,2012,(7):572-584.
[11]Lyster,R.&Ranta,L.Corrective feedback and learner uptake[J].SSLA,1997,19:37-66.
[12]Panova&Lyster.Patterns of corrective feedback and uptake in an adult ESL classroom[J].TESOL Quarterly,2002,36(4):573-595.
[13]Loewen,S.Incidental focus on form and second language learning[J].Studies in Second Language Acquisition,2005,27:361-386.
[14]Choi,S.Y.&Li.Corrective feedback and learner uptake in a child ESOL classroom[J].RELC Journal,2012,43(3):331-351.
[15]Vygotsky.Mind in Society:The Development of Higher Psychological Processes[M].Harvard:Harvard University Press,1978.
[16]Lantolf,J.&Thorne,S.L.&Poehner,M.E.Sociocultural and Second Language Development[C]//VanPatten B.&Williams J.The Theories in Second Language Acquisition.New York and London,2015:207-226.
[17]Nassaji,H.&Swain,M.A Vygotskian Perspective on Corrective Feedback in L2:The Effect of Random Versus Negotiated Help on the Learning of English Articles[J].Language Awareness,2000,9:34-51.
[18]Sheen,Y.&Ellis,R.Corrective feedback in language teaching[A].in E.Hinkle(ed.).Handbook of Research in Second Language Teaching and Learning[C].New York:Routledge,2011:593-610.
[19]Loewen,S.Uptake in incidental focus on form in meaning-focused ESL lessons[J].Language Learning,2004,54:153-187.
[20]Ellis,R.The Study of Second Language Acquisition[M].Oxford:Oxford University Press,2014.
[21]Doughty,C.and Varela,E.Communicative focus-on-form in C.Doughty and J.Williams(eds.),Focus-on-form in Classroom Second Language Acquisition.Cambridge:Cambridge University Press,1998:114-138.
[22]Han,Z.A study of the impact of recasts on tense consistency in L2output[J].TESOL Quarterly,2002,36:543-572.
[23]Yujong Park.The roles of third-turn repeats in two L2classroom interactional contexts[J].Applied Linguistics,2014,35(2):145-167.
[24]徐锦芬.中外籍英语教师课堂中介作用调查与对比分析[J].外语教学与研究,2007,(4):301-306.
[25]周玉忠.外教与中国师生在外语教学有关问题上的分歧探析[J].外语教学,2004,(6):77-80.
[26]Norris,J.&J.Ortega.Effectiveness of L2instruction:A research synthesis and quantitative meta-analysis[J].Language Learning,2000,50:417-528.
[27]Mackey,A.&J.Goo.Interaction research in SLA:A metaanalysis and research synthesis[A].In A.Mackey(ed.)Conversational Interaction in SLA:A Collection of Empirical Studies[C].Oxford:OUP.2007:408-452.
[28]Li,S.The effectiveness of oral corrective feedback:A meta-analysis[J].Language Learning,2010,60:309-365.
[29]王伟清.二语教师口头修正性反馈的效果——对25项西方实证研究的元分析[J].外语教学与研究,2016,(3):274-286.
[2]Chaudron,C.A descriptive model of discourse in the corrective treatment of learners’errors[J].Language Learning,1977,27:29-46.
[3]Saito,K.&R.Lyster.Investigating the pedagogical potential of recasts for L2 vowel acquisition[J].TESOL Quarterly,2012,46:387-398.
[4]Lyster,R.&L.Ranta.Corrective feedback and learner uptake:Negotiation of form in communicative classrooms[J].Studies in Second Language Acquisition,1997,20:37-66.
[5]Xu Shanshan.An investigation into teachers’corrective feedback in Chinese EFL classrooms[J].Chinese Journal of Applied Linguistics,2012,35(4):480-505.
[6]王伟清.国内二语教师口头纠错反馈实证研究25年---一项准元分析[J].外语教学理论与实践,2017,(3):64-71.
[7]Ellis,R.&Sheen,Y.Reexamining the role of recasts in second language acquisition[J].Studies in Second Language Acquisition,2006,28(4):575-600.
[8]Li,S.The interface between feedback type,L2proficiency,and the nature of the linguistic target[J].Language Teaching Research,2014,18:373-396.
[9]Yang,Y.&Lyster,R.Effects of form-focused practice and feedback on Chinese EFL learners'acquisition of regular and irregular past tense forms[J].SSLA,2010,32:235-263.
[10]李丹丽.二语课堂互动话语中教师“支架”的构建[J].外语教学与研究,2012,(7):572-584.
[11]Lyster,R.&Ranta,L.Corrective feedback and learner uptake[J].SSLA,1997,19:37-66.
[12]Panova&Lyster.Patterns of corrective feedback and uptake in an adult ESL classroom[J].TESOL Quarterly,2002,36(4):573-595.
[13]Loewen,S.Incidental focus on form and second language learning[J].Studies in Second Language Acquisition,2005,27:361-386.
[14]Choi,S.Y.&Li.Corrective feedback and learner uptake in a child ESOL classroom[J].RELC Journal,2012,43(3):331-351.
[15]Vygotsky.Mind in Society:The Development of Higher Psychological Processes[M].Harvard:Harvard University Press,1978.
[16]Lantolf,J.&Thorne,S.L.&Poehner,M.E.Sociocultural and Second Language Development[C]//VanPatten B.&Williams J.The Theories in Second Language Acquisition.New York and London,2015:207-226.
[17]Nassaji,H.&Swain,M.A Vygotskian Perspective on Corrective Feedback in L2:The Effect of Random Versus Negotiated Help on the Learning of English Articles[J].Language Awareness,2000,9:34-51.
[18]Sheen,Y.&Ellis,R.Corrective feedback in language teaching[A].in E.Hinkle(ed.).Handbook of Research in Second Language Teaching and Learning[C].New York:Routledge,2011:593-610.
[19]Loewen,S.Uptake in incidental focus on form in meaning-focused ESL lessons[J].Language Learning,2004,54:153-187.
[20]Ellis,R.The Study of Second Language Acquisition[M].Oxford:Oxford University Press,2014.
[21]Doughty,C.and Varela,E.Communicative focus-on-form in C.Doughty and J.Williams(eds.),Focus-on-form in Classroom Second Language Acquisition.Cambridge:Cambridge University Press,1998:114-138.
[22]Han,Z.A study of the impact of recasts on tense consistency in L2output[J].TESOL Quarterly,2002,36:543-572.
[23]Yujong Park.The roles of third-turn repeats in two L2classroom interactional contexts[J].Applied Linguistics,2014,35(2):145-167.
[24]徐锦芬.中外籍英语教师课堂中介作用调查与对比分析[J].外语教学与研究,2007,(4):301-306.
[25]周玉忠.外教与中国师生在外语教学有关问题上的分歧探析[J].外语教学,2004,(6):77-80.
[26]Norris,J.&J.Ortega.Effectiveness of L2instruction:A research synthesis and quantitative meta-analysis[J].Language Learning,2000,50:417-528.
[27]Mackey,A.&J.Goo.Interaction research in SLA:A metaanalysis and research synthesis[A].In A.Mackey(ed.)Conversational Interaction in SLA:A Collection of Empirical Studies[C].Oxford:OUP.2007:408-452.
[28]Li,S.The effectiveness of oral corrective feedback:A meta-analysis[J].Language Learning,2010,60:309-365.
[29]王伟清.二语教师口头修正性反馈的效果——对25项西方实证研究的元分析[J].外语教学与研究,2016,(3):274-286.