英语口语课堂中教师重述对学生口语产出的影响
|
摘要
20世纪80年代以来,随着交际法逐渐应用到第二语言课堂教学中,教师与学生间的互动成为了二语习得研究的主要内容之一。在各种类型的师生互动中,教师的纠错性反馈语对于外语教学的效果,有着举足轻重的作用。而作为最常见的纠错反馈语之一的”重述”是近年来外语教学和第二语言学习研究,以及第二语言课堂研究的热点问题。国外二语习得和教学研究对于重述给与了充分的重视,不仅进行了大量的课堂观察研究,也有很多精心设计的实验研究,包括重述自身的特点,重述和其他纠错方式的比较,以及如何提高学生对重述的接纳和修正。但国内课堂研究方面起步较晚,而且大部分都侧重于重述、使用频率的调查和其他纠错方式(主要是意义协商)的比较研究。而教师重述对学生口语产出的影响的研究几乎没有。因此作者试图从英语口语课堂出发,探讨教师重述对学生口语产出的影响。
本实验选取的研究对象为长沙大学经贸专业大二两个班的学生,主要研究问题如下:(1)在英语口语课堂中采取重述的教学方法,能否帮助学习者逐步参与合作,调动学生口语产出的积极性?(2)在英语口语课堂中采取重述的教学方法,实验组成员的口语流利度和准确度与控制组成员相比,是否有较大幅度的提高?(3)学习者对重述的回忆受什么因素的影响?
研究结果表明:(1)在英语口语课堂中,重述能帮助学习者逐步参与合作,调动了学生口语产出的积极性;(2)在英语口语课堂中采取重述的教学方法,实验组成员的口语流利度和准确度与控制组成员相比,都有较大幅度的提高;(3)学习者对重述的回忆受重述与初始话语之间差异的影响,对初始话语改变越小的重述越容易被学习者接受或理解。
本文的意义在于通过研究教师重述对学生口语产出的影响为外语教学提供一些启示:(1)对教师用语的启示。教师用语既用于组织教学,又是学习者语言学习的对象,对学习者学习语言有重要影响。重述,作为教师用语的一种,因其带有隐性纠错的特征,充分考虑到了学生的自尊心,能够帮助学生逐步参与合作,调动学生口语产出的积极性,提高学生口语产出的流行性和准确性。因此教师在口语课堂教学中,应当适当的使用重述。同时由于重述具有隐性纠错的特征,往往不容易被学生察觉,很难达到纠错的效果,所以教师在使用重述的过程中可以通过提高、降低语调,或变化面部表情、手势等方式引起学生的注意,提高重述对学生口语产出的影响。(2)对课堂师生互动的启示。以”学生”为中心的语言课堂,一个重要特点是互动。教师提供重述以及学习者回忆重述的过程就是一个真实的互动交际过程。教师所提供的重述能够使学生在交流的过程中自我纠错。但是由于学习者对重述的回忆受重述与初始话语之间差异的影响。这种影响不仅与学习者的工作记忆容量有关,同时也与学习者的已有的外语水平有关。因此,互动过程中,教师应充分考虑到学习者已有的外语水平,提供难度相当的输入话语。
Since 1980, with the communicative approach gradually applied to the L2 (second language) classroom teaching, the interaction between teachers and students has become one of the main research areas of the L2 Acquisition. In all types of interactions, the teacher’s corrective feedback has a pivotal role for the effect of foreign language teaching.
Recast, as one of the most common error-correction feedbacks, has received much attention in the world. At abroad, there are a lot of researches on classes, and also on laboratories. While in China the researches on recast are started late, and the applied research is relatively weak. It is started by Sun Yanqing in 2005. The previous studies is focused on the comparison between recast and other forms of corrective feedback, but there are few researches on the effect of recast. So the author tries to discuss the effects of teachers’recast on learners’oral production in spoken English class.
It employs an experimental course to examine the effect of teachers’recast on learners’oral performance in spoken English class. The subjects are economic majors from Changsha University. And the research questions are as follows: (1) In spoken English classroom, if the teacher adopts the recast instruction, will the students be more active to take part in the interaction of speaking? (2) In spoken English classroom, if the teacher adopts the recast instruction, will there be greater fluency and accuracy in subjects’language? (3) What’s the factor limiting the students’memory to recast?
Through the observation and analyzing the test results, the researcher discovers that: (1) Input with recast arouses the learning initiative of students. As it promotes the interaction between the teacher and learners; (2) There will be greater fluency and accuracy in subjects’language if the teacher adopts the recast instruction; (3) The learners’memory to recast is limited by the difference level between the students’initial utterance and teachers’recast. That is, the smaller changes of recast in the initial discourse are, the higher correct rate of recall is; and the larger changes of recast in the initial discourse are, the lower correct rate of recall is.
The significance of the research is to provide some suggestions for foreign language teaching: (1) Suggestions for teacher’s talk. Teacher’s talk is used for the organization of language teaching, and is also a learning object for learners. As it contains new information of the target language, the teacher’s talk plays an important role in the language learning. Recast, as one way of teacher’s talks, is fully taking the students’self-esteem into account with its implicit feature, will help students to gradually participate in cooperation, mobilize their enthusiasm, and improve the influence and accuracy of their spoken English. Therefore, in the spoken English classroom, teachers should use recast appropriately. Meanwhile, because of the implicit features of recast, it is difficult to cause the students’attention and hard to achieve the effects of error correction. So teachers can cause the students’attention by means of tone, facial expressions, and gestures, to improve the students’oral English production. (2) Suggestions for the interaction between the teachers and students in the spoken English classroom. An important feature of the students-centered teaching model is interaction. And the process of teachers’recast and learners’recall of recast is a true interactive communication process. A teacher’s recast not only mobilizes the learning initiative of students, but it also enables the students to do self-correction in the process of exchange. In addition, learners will get more benefits from teachers’recast that has less change in students’ initial words. That is both related to the learner’s working memory capacity, and their existing foreign language levels. Therefore, when teachers adopt the recast instruction, the existing foreign language level of the learners should be fully taken into account, and they should provide students with the comprehensible input.
本实验选取的研究对象为长沙大学经贸专业大二两个班的学生,主要研究问题如下:(1)在英语口语课堂中采取重述的教学方法,能否帮助学习者逐步参与合作,调动学生口语产出的积极性?(2)在英语口语课堂中采取重述的教学方法,实验组成员的口语流利度和准确度与控制组成员相比,是否有较大幅度的提高?(3)学习者对重述的回忆受什么因素的影响?
研究结果表明:(1)在英语口语课堂中,重述能帮助学习者逐步参与合作,调动了学生口语产出的积极性;(2)在英语口语课堂中采取重述的教学方法,实验组成员的口语流利度和准确度与控制组成员相比,都有较大幅度的提高;(3)学习者对重述的回忆受重述与初始话语之间差异的影响,对初始话语改变越小的重述越容易被学习者接受或理解。
本文的意义在于通过研究教师重述对学生口语产出的影响为外语教学提供一些启示:(1)对教师用语的启示。教师用语既用于组织教学,又是学习者语言学习的对象,对学习者学习语言有重要影响。重述,作为教师用语的一种,因其带有隐性纠错的特征,充分考虑到了学生的自尊心,能够帮助学生逐步参与合作,调动学生口语产出的积极性,提高学生口语产出的流行性和准确性。因此教师在口语课堂教学中,应当适当的使用重述。同时由于重述具有隐性纠错的特征,往往不容易被学生察觉,很难达到纠错的效果,所以教师在使用重述的过程中可以通过提高、降低语调,或变化面部表情、手势等方式引起学生的注意,提高重述对学生口语产出的影响。(2)对课堂师生互动的启示。以”学生”为中心的语言课堂,一个重要特点是互动。教师提供重述以及学习者回忆重述的过程就是一个真实的互动交际过程。教师所提供的重述能够使学生在交流的过程中自我纠错。但是由于学习者对重述的回忆受重述与初始话语之间差异的影响。这种影响不仅与学习者的工作记忆容量有关,同时也与学习者的已有的外语水平有关。因此,互动过程中,教师应充分考虑到学习者已有的外语水平,提供难度相当的输入话语。
Since 1980, with the communicative approach gradually applied to the L2 (second language) classroom teaching, the interaction between teachers and students has become one of the main research areas of the L2 Acquisition. In all types of interactions, the teacher’s corrective feedback has a pivotal role for the effect of foreign language teaching.
Recast, as one of the most common error-correction feedbacks, has received much attention in the world. At abroad, there are a lot of researches on classes, and also on laboratories. While in China the researches on recast are started late, and the applied research is relatively weak. It is started by Sun Yanqing in 2005. The previous studies is focused on the comparison between recast and other forms of corrective feedback, but there are few researches on the effect of recast. So the author tries to discuss the effects of teachers’recast on learners’oral production in spoken English class.
It employs an experimental course to examine the effect of teachers’recast on learners’oral performance in spoken English class. The subjects are economic majors from Changsha University. And the research questions are as follows: (1) In spoken English classroom, if the teacher adopts the recast instruction, will the students be more active to take part in the interaction of speaking? (2) In spoken English classroom, if the teacher adopts the recast instruction, will there be greater fluency and accuracy in subjects’language? (3) What’s the factor limiting the students’memory to recast?
Through the observation and analyzing the test results, the researcher discovers that: (1) Input with recast arouses the learning initiative of students. As it promotes the interaction between the teacher and learners; (2) There will be greater fluency and accuracy in subjects’language if the teacher adopts the recast instruction; (3) The learners’memory to recast is limited by the difference level between the students’initial utterance and teachers’recast. That is, the smaller changes of recast in the initial discourse are, the higher correct rate of recall is; and the larger changes of recast in the initial discourse are, the lower correct rate of recall is.
The significance of the research is to provide some suggestions for foreign language teaching: (1) Suggestions for teacher’s talk. Teacher’s talk is used for the organization of language teaching, and is also a learning object for learners. As it contains new information of the target language, the teacher’s talk plays an important role in the language learning. Recast, as one way of teacher’s talks, is fully taking the students’self-esteem into account with its implicit feature, will help students to gradually participate in cooperation, mobilize their enthusiasm, and improve the influence and accuracy of their spoken English. Therefore, in the spoken English classroom, teachers should use recast appropriately. Meanwhile, because of the implicit features of recast, it is difficult to cause the students’attention and hard to achieve the effects of error correction. So teachers can cause the students’attention by means of tone, facial expressions, and gestures, to improve the students’oral English production. (2) Suggestions for the interaction between the teachers and students in the spoken English classroom. An important feature of the students-centered teaching model is interaction. And the process of teachers’recast and learners’recall of recast is a true interactive communication process. A teacher’s recast not only mobilizes the learning initiative of students, but it also enables the students to do self-correction in the process of exchange. In addition, learners will get more benefits from teachers’recast that has less change in students’ initial words. That is both related to the learner’s working memory capacity, and their existing foreign language levels. Therefore, when teachers adopt the recast instruction, the existing foreign language level of the learners should be fully taken into account, and they should provide students with the comprehensible input.
引文
Carroll, S. Roberge, Y. & Swain, M. The Role of Feedback in Adult Second Language Acquisition: Error Correction and Morphological
Generalizations [J]. Applied Psycholinguistics, 1992(13). DeKeyser, R. The Effect of Error Correction on L2 Grammar Knowledge
and Oral Proficiency [J]. Modern Language Journal, 1993(77). Doughty, C & J. Williams (eds). Focus on Form in Classroom Second Language Acquisition [M]. Cambridge, UK: Cambridge University Press, 1998.
——. (1994). Fine tuning of feedback by competent speakers to language learners [A]. In J. E. Alatis (eds.), Georgetown University Round Table on Languages and Linguistics [C]. Washington, DC: Georgetown University Press, 1993.
Ellis , R. and Sheen Y. Reexamine the Role of Recast in Second Language Acquisition [J]. Studies in Second Language Acquisition , 2006.
——. The roles of modified input and output in the incidental acquisition of word meanings [J]. Studies in Second Language Acquisition, 1999.
——. The Study of Second Language Acquisition [C]. Oxford: Oxford University Press, 1994.
Farrar, M. Discourse and the acquisition of grammatical morphemes [J]. Journal of Child Language, 1990 (17).
——. Negative evidence and grammatical morpheme acquisition [J]. Developmental Psychology, 1992 (28).
Gass S M, Selinker C. Second language acquisition: an introductory course [M]. Mahwah : Lawrence Erlbaum Associates, Inc, 2001.
Gass S M, Varonis E M. Input, interaction, and second language
production [J].Studies in Second Language Acquisition, 1994. Krashen S. Second language acquisition and second language learning [M]. Oxford: Pergamon Press Ltd, 1981.
——. The Input Hypothesis: Issues and Implications [M]. Beverly Hills, CA: Laredo Publishing Company, 1985.
——.Principles and Practice in Second Language Acquisition [M]. Englewood Cliffs, NJ: Prentice Hall, 1982.
Leeman, J. Recasts and second language development [J]. Studies in Second Language Acquisition, 2003(25).
Lightbown, P. M.,&Spada, N. How languages are learned [C]. Oxford UK: Oxford University Press, 1999.
Long M, Inagaki S, Ortega L. The role of implicit feedback in SLA: Models and recasts in Japanese and Spanish [J]. The Modern Language Journal, 1998(82).
Long M, Robinson P. Focus on form: Theory , research and practice. In C. Doughty & J. Williams (eds). Focus on Form in Classroom Second Language Acquisition [C]. Cambridge, UK: Cambridge University Press, 1998.
Long M. Focus on Form: A design feature in language teaching methodology [J]. Foreign Language Research in Cross-cultural Perspective. Amsterdam: John Benjamins Publishing Co, 1991.
——. Native speakerPnon2native speaker conversation and the negotiation of comprehensible input [M]. Applied Linguistics, 1983.
Lyster R , Ranta L. Corrective feedback and learner uptake : Negotiation of form in communicative classrooms [J]. Studies in Second Language Acquisition, 1997(19).
——. Recasts, repetition, and ambiguity in L2 classroom discourse[J]. Studies in Second Language Acquisition, 1998(a).
——. & Ranta, L. Corrective feedback and learner uptake; negotiationof form in communicative classroom [J]. Studies in Second Language Acquisition, 1997(19).
Mackey A, Gass S, McDonough K. How do learners perceive interactional feedback?[J]. Studies in Second Language Acquisition, 2000(22).
Mackey A , Philp J . Conversational interaction and second language development : Recasts , responses , and red herrings? [J]. Modern Language Journal, 1998 (82).
——. Input, interaction, and second language development : An empirical study of question formation in ESL. Studies in Second Language Acquisition, 1999.
Mackey, A., Gass, S. and McDonough, K. How do learners perceive implicit negative feedback [J]. Studies in Second Language Acquisition, 2000(22).
Morgan J L, Bonamo KM, Travis L L. Negative evidence on negative evidence [J]. Developmental Psychology, 1995(31).
Morris F A, Tarone E E. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition [J]. Language learning, 2003(53).
Nelson, K. E., Carskaddon, G., & Bonvillian, J. D. Syntax acquisition: Impact of experimental variation in adult verbal interaction with the child [J]. Child Development, 1973(44).
Nicholas H , Lightbown P M, Spada N. Recasts as feedback to language learners [J]. Language Learning, 2001(51).
Oliver R. Negative feedback in child NS2NNS conversations [J]. Studies in Second Language Acquisition, Oxford: Oxford University Press. 1995(17).
Philp, J. Interaction, noticing, and second language acquisition: An examination of learners’noticing of recasts in task-basedinteraction [D]. Unpublished doctoral dissertation, University of Tasmania, Australia, 1999.
Schmidt R. The role of consciousness in second language learning [M]. Applied Linguistics, 1990(11).
Spada, N.,&Lightbown, P. Instruction and the development of questions in L2 classrooms [J]. Studies in Second Language Acquisition 1993(15).
Swain, M. The Output Hypothesis : Just Speaking and Writing Aren’t Enough [J]. The Canadian Modern Language Review, 1993(50).
——. French immersion and its offshoots : Getting two for one [J]. In B. Freed (eds). Foreign Language Acquisition Research and the Classroom. Lexington , MA: D. C. Heath, 1991.
——. Three functions of output in second language learning [M].Oxford:Oxford University Press, 1995.
Young, R. Conversation style in language proficiency interviews [J]. Language learning,1995(1).
——. & N. Milanovic. Discourse variation in oral proficiency interviews [J]. Studies in Second Language Acquisition, 1992(14).
戴炜栋,周大军.中国的二语习得研究:回顾、现状与前瞻[J].外国语, 2005(6).
杜诗春.实验心理语言学纲要[M].湖南教育出版社, 1991
傅治夷.浅议在外语教学中为学生捕捉语言输出机会[J].高教论坛,2003(1).
高文.维果茨基心理发展理论与社会构建主义[J].外国教育资料, 1999(4).
葛现茹,高玉英.关于师生对纠正性反馈的态度的调查[J].渝西学院报, 2005(4): 70-74.
纪学征,楼捷.重述在第二语言发展中的特点和作用[J]山东省青年管理干部学院学报, 2007(6).
梁正溜.在英语教学中要注重输出[J].外语界,1999(4). 廖慧冰.中国大学生对外籍英语教师重述行为的理解[J]牡丹江教育学院学报, 2008(3).
林崇德.发展心理学[M].北京:人民教育出版社, 1995.
林琼.二语交互性课堂教师重铸式反馈的有效性研究[J]甘肃联合大学学报(社会科学版) , 2007(3).
林生淑.学习者对重述的识别[J]科技信息.人文社科, 2008.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社, 1999.
卢仁顺.“输出假说”研究对我国英语教学的启示[J].外语与外语教学,2002(4).
孙燕青.第二语言学习中的反馈[J].心理科学进展, 2005(13).
王立非、周丹丹.我国英语口语研究12年:回顾与现状[J].外语界,2004(6).
王文静.维果斯基的”最近发展区”理论对我国教学改革的启示[J].心理学探索, 2000(2).
王颖.论输出对外语语感培养的作用[J].山东大学学报,2003(6).
卫乃兴.中国学生英语口语的短语学特征的研究[J].现代外语, 2007(3).
魏红华,祖林.“最近发展区理论”指导下的大学英语口语教学探究
[J]内蒙古农业大学学报(社会科学版), 2008(2). 文秋芳.应用语言研究方法与论文写作[M].北京:外语教学与研究出版社, 2001.
———.英语口语测试与教学[M].上海:上海外语教育出版社,1999.徐天舒.错误分析与口语教学中的纠错策略[J].西南交通大学学报社会科学版, 2005.
袁平.从维果茨基,费厄斯坦和布鲁纳的理论来看外语教师的素质[J]. 龙岩师专学报, 2005(1).
张文忠、吴旭东.第二语言口语流利性发展定量研究[J].现代外语,2001(4).
———.第二语言口语流利性发展的理论模式[J].现代外语, 1999 (2).
张雪梅,戴炜栋.反馈二语习得语言教学[J].外语界, 2001(2).
赵晨.不同水平英语教学中的教师纠正反馈语―项基于语料库的研究[J].解放军外国语学院学报, 2005(3).
周爱洁.论4/3/2活动对提高英语口语流利性和准确性的影响[J].外语教学,2002(9).
Generalizations [J]. Applied Psycholinguistics, 1992(13). DeKeyser, R. The Effect of Error Correction on L2 Grammar Knowledge
and Oral Proficiency [J]. Modern Language Journal, 1993(77). Doughty, C & J. Williams (eds). Focus on Form in Classroom Second Language Acquisition [M]. Cambridge, UK: Cambridge University Press, 1998.
——. (1994). Fine tuning of feedback by competent speakers to language learners [A]. In J. E. Alatis (eds.), Georgetown University Round Table on Languages and Linguistics [C]. Washington, DC: Georgetown University Press, 1993.
Ellis , R. and Sheen Y. Reexamine the Role of Recast in Second Language Acquisition [J]. Studies in Second Language Acquisition , 2006.
——. The roles of modified input and output in the incidental acquisition of word meanings [J]. Studies in Second Language Acquisition, 1999.
——. The Study of Second Language Acquisition [C]. Oxford: Oxford University Press, 1994.
Farrar, M. Discourse and the acquisition of grammatical morphemes [J]. Journal of Child Language, 1990 (17).
——. Negative evidence and grammatical morpheme acquisition [J]. Developmental Psychology, 1992 (28).
Gass S M, Selinker C. Second language acquisition: an introductory course [M]. Mahwah : Lawrence Erlbaum Associates, Inc, 2001.
Gass S M, Varonis E M. Input, interaction, and second language
production [J].Studies in Second Language Acquisition, 1994. Krashen S. Second language acquisition and second language learning [M]. Oxford: Pergamon Press Ltd, 1981.
——. The Input Hypothesis: Issues and Implications [M]. Beverly Hills, CA: Laredo Publishing Company, 1985.
——.Principles and Practice in Second Language Acquisition [M]. Englewood Cliffs, NJ: Prentice Hall, 1982.
Leeman, J. Recasts and second language development [J]. Studies in Second Language Acquisition, 2003(25).
Lightbown, P. M.,&Spada, N. How languages are learned [C]. Oxford UK: Oxford University Press, 1999.
Long M, Inagaki S, Ortega L. The role of implicit feedback in SLA: Models and recasts in Japanese and Spanish [J]. The Modern Language Journal, 1998(82).
Long M, Robinson P. Focus on form: Theory , research and practice. In C. Doughty & J. Williams (eds). Focus on Form in Classroom Second Language Acquisition [C]. Cambridge, UK: Cambridge University Press, 1998.
Long M. Focus on Form: A design feature in language teaching methodology [J]. Foreign Language Research in Cross-cultural Perspective. Amsterdam: John Benjamins Publishing Co, 1991.
——. Native speakerPnon2native speaker conversation and the negotiation of comprehensible input [M]. Applied Linguistics, 1983.
Lyster R , Ranta L. Corrective feedback and learner uptake : Negotiation of form in communicative classrooms [J]. Studies in Second Language Acquisition, 1997(19).
——. Recasts, repetition, and ambiguity in L2 classroom discourse[J]. Studies in Second Language Acquisition, 1998(a).
——. & Ranta, L. Corrective feedback and learner uptake; negotiationof form in communicative classroom [J]. Studies in Second Language Acquisition, 1997(19).
Mackey A, Gass S, McDonough K. How do learners perceive interactional feedback?[J]. Studies in Second Language Acquisition, 2000(22).
Mackey A , Philp J . Conversational interaction and second language development : Recasts , responses , and red herrings? [J]. Modern Language Journal, 1998 (82).
——. Input, interaction, and second language development : An empirical study of question formation in ESL. Studies in Second Language Acquisition, 1999.
Mackey, A., Gass, S. and McDonough, K. How do learners perceive implicit negative feedback [J]. Studies in Second Language Acquisition, 2000(22).
Morgan J L, Bonamo KM, Travis L L. Negative evidence on negative evidence [J]. Developmental Psychology, 1995(31).
Morris F A, Tarone E E. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition [J]. Language learning, 2003(53).
Nelson, K. E., Carskaddon, G., & Bonvillian, J. D. Syntax acquisition: Impact of experimental variation in adult verbal interaction with the child [J]. Child Development, 1973(44).
Nicholas H , Lightbown P M, Spada N. Recasts as feedback to language learners [J]. Language Learning, 2001(51).
Oliver R. Negative feedback in child NS2NNS conversations [J]. Studies in Second Language Acquisition, Oxford: Oxford University Press. 1995(17).
Philp, J. Interaction, noticing, and second language acquisition: An examination of learners’noticing of recasts in task-basedinteraction [D]. Unpublished doctoral dissertation, University of Tasmania, Australia, 1999.
Schmidt R. The role of consciousness in second language learning [M]. Applied Linguistics, 1990(11).
Spada, N.,&Lightbown, P. Instruction and the development of questions in L2 classrooms [J]. Studies in Second Language Acquisition 1993(15).
Swain, M. The Output Hypothesis : Just Speaking and Writing Aren’t Enough [J]. The Canadian Modern Language Review, 1993(50).
——. French immersion and its offshoots : Getting two for one [J]. In B. Freed (eds). Foreign Language Acquisition Research and the Classroom. Lexington , MA: D. C. Heath, 1991.
——. Three functions of output in second language learning [M].Oxford:Oxford University Press, 1995.
Young, R. Conversation style in language proficiency interviews [J]. Language learning,1995(1).
——. & N. Milanovic. Discourse variation in oral proficiency interviews [J]. Studies in Second Language Acquisition, 1992(14).
戴炜栋,周大军.中国的二语习得研究:回顾、现状与前瞻[J].外国语, 2005(6).
杜诗春.实验心理语言学纲要[M].湖南教育出版社, 1991
傅治夷.浅议在外语教学中为学生捕捉语言输出机会[J].高教论坛,2003(1).
高文.维果茨基心理发展理论与社会构建主义[J].外国教育资料, 1999(4).
葛现茹,高玉英.关于师生对纠正性反馈的态度的调查[J].渝西学院报, 2005(4): 70-74.
纪学征,楼捷.重述在第二语言发展中的特点和作用[J]山东省青年管理干部学院学报, 2007(6).
梁正溜.在英语教学中要注重输出[J].外语界,1999(4). 廖慧冰.中国大学生对外籍英语教师重述行为的理解[J]牡丹江教育学院学报, 2008(3).
林崇德.发展心理学[M].北京:人民教育出版社, 1995.
林琼.二语交互性课堂教师重铸式反馈的有效性研究[J]甘肃联合大学学报(社会科学版) , 2007(3).
林生淑.学习者对重述的识别[J]科技信息.人文社科, 2008.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社, 1999.
卢仁顺.“输出假说”研究对我国英语教学的启示[J].外语与外语教学,2002(4).
孙燕青.第二语言学习中的反馈[J].心理科学进展, 2005(13).
王立非、周丹丹.我国英语口语研究12年:回顾与现状[J].外语界,2004(6).
王文静.维果斯基的”最近发展区”理论对我国教学改革的启示[J].心理学探索, 2000(2).
王颖.论输出对外语语感培养的作用[J].山东大学学报,2003(6).
卫乃兴.中国学生英语口语的短语学特征的研究[J].现代外语, 2007(3).
魏红华,祖林.“最近发展区理论”指导下的大学英语口语教学探究
[J]内蒙古农业大学学报(社会科学版), 2008(2). 文秋芳.应用语言研究方法与论文写作[M].北京:外语教学与研究出版社, 2001.
———.英语口语测试与教学[M].上海:上海外语教育出版社,1999.徐天舒.错误分析与口语教学中的纠错策略[J].西南交通大学学报社会科学版, 2005.
袁平.从维果茨基,费厄斯坦和布鲁纳的理论来看外语教师的素质[J]. 龙岩师专学报, 2005(1).
张文忠、吴旭东.第二语言口语流利性发展定量研究[J].现代外语,2001(4).
———.第二语言口语流利性发展的理论模式[J].现代外语, 1999 (2).
张雪梅,戴炜栋.反馈二语习得语言教学[J].外语界, 2001(2).
赵晨.不同水平英语教学中的教师纠正反馈语―项基于语料库的研究[J].解放军外国语学院学报, 2005(3).
周爱洁.论4/3/2活动对提高英语口语流利性和准确性的影响[J].外语教学,2002(9).