【作者】 胡蓉；

【导师】 熊丽君；

【作者基本信息】 长沙理工大学 ， 外国语言学及应用语言学， 2010， 硕士

【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。更多还原

【Abstract】 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.更多还原