英語課堂中口語糾錯(cuò)面面觀

內(nèi)容概要

在本書中，蔣景陽博士探討了課堂內(nèi)針對(duì)學(xué)生口語錯(cuò)誤的教師的負(fù)反饋是否能夠提高學(xué)生的口語精確度和語言能力。該研究針對(duì)目前大學(xué)英語課堂學(xué)生口語錯(cuò)誤的分布情況、教師提供負(fù)反饋現(xiàn)狀，以及是否該糾錯(cuò)、如何糾錯(cuò)等問題得出了較為可信的結(jié)論和啟示，是國(guó)內(nèi)較為少見的針對(duì)負(fù)反饋的系統(tǒng)研究，對(duì)于一線教師的教學(xué)能提供很有價(jià)值的參考。

書籍目錄

摘要Abstract
首字母縮略詞List ofAbbreviations
圖目錄List ofFigures
表目錄List ofTables
Chapter I Introduction
  1.1 The Orientation ofthe Present Study
  1.2 The Rationale ofthe Present Study
  1.3 The Organization ofthe Dissertation
Chapter 2 Literature Review
  2.1 Input.Intake and Uptake
  2.2 Interlanguage，Comprehensible Output and Modified Output
  2.3 Interaction Hypothesis and Neg~ive Feedback
  2.4 Aaention and Second Language Acquisition(SLA)
  2.5 Cognitive and SLA Frameworks ofFocus on Form
  2.6 Error Treatment
  2.7 Negative Feedback
  2.8 Related Studies OfNF in China and Abroad
Chapter 3 Research Design and Methodology
  3.1 The Purpose of the Research
  3.2 Research Design and Data Collection
    3.2.1 The Design
    3.2.2 Subjects
    3.2.3 Instrtmaents
      3.2.3.1 Oral Tests of the Three Experiments
      3.2.3.2 Grammar Tests
      3.2.3.3 Questionnaires
      3.2.3.4 NF Treatment in Class
      3.2.3.5 Classroom Oral Activity
      3.2.3.6 Classroom Recording
      3.2.3.7 Time Span
Chapter 4 Results anti Data Analysis
  4.1 Data of Errors and NF during Classroom Teacher-Student
Interaction
    4.1.1 The Quantity of Data and Its Transcribing Principle
    4.1.2 The Identifying of Error and Error Treatment Sequence
(ETS)
    4.1.3 The Coding of the ETS
      4.1.3.1 Different Initiators
      4.1.3.2 Identifying Source of the Error
      4.1.3.3 Identifying Error Type
      4.1.3.4 Identifying Feedback Type
      4.1.3.5 Identifying Uptake
    4.1.4 Data of Errors and ETS in Classroom Teacher-Student
Interaction
      4.1.4.1 Data of All Errors
      4.1.4.2 Data of SELFI ETS
      4.1.4.3 The Data of Errors Untreated
      4.1.4.4 Data of Errors Treated by Teachers
  4.2 Data of the Two Questionnaires
    4.2.1 Results of the First Questionnaire
       4.2.1.1 Whether, Who, What, When
       4.2.1.2 The Type of NF and the Raising of Awareness
       4.2.1.3 Accuracy and Fluency
       4.2.1.4 Uptake and Effects
       4.2.1.5 Conclusions of the First Questionnaire
    4.2.2 Data of the Second Questionnaire
       4.2.2.1 The General Manner of NF
       4.2.2.2 The Improvement of Awareness, Accuracy and Fluency
       4.2.2.3 The Effect of NF
  4.3 Data of Grammar Test for Experiment 1
  4.4 Data of Pre-and Post-Oral Test for Experiment 1
    4.4.1 The Results of the Oral Tests for Experiment 1
    4.4.2 The Analysis of the Use of Tenses in the Transcription of
Experiment 1
      4.4.2.1 Results of the Use of Tense by Manual Coding and
Calculation
      4.4.2.2 Results of the Use of Tense by Wmatrix
    4.4.3 Results of Standardised Type Token Ratio by Wordsmith 5.0
  4.5 Data of Pre-andPost-Oral Test for Experiments 2 and 3
    4.5.1 The Results of the Oral Tests for Experiment 2
    4.5.2 The Results of the Oral Tests for Experiment 3
Chapter 5 General Discussions
  5.1 Introduction
  5.2 The Distribution Pattern of Errors
  5.3 The Distribution Pattern of NF, Errors & NF, NF &
Uptake
  5.4 More Discussions on Recast
  5.5 Students' Feedback Towards Negative Feedback
  5.6 The General Effect of NF on Oral Proficiency
Chapter 6 Findings, Implications and Limitations
  6.1 Findings
  6.2 Implications
    6.2.1 Theoretical Implications
    6.2.2 Pedagogical Implications
  6.3 Limitations
  6.4 Suggestions for Future Research
References
Appendix
   I  Grammar Pretest
  II Grammar Posttest
  III Questionnaire 1 (Before the NF Treatment)
  IV Questionnaire 2 (After the NF Treatment)

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