试析师生性格特征与口头纠正性反馈之间的关系
口头纠正性反馈包括直接更正、元语言反馈、重铸、要求澄清、重复错误和诱导这六种方式。大量研究表明口头纠正性反馈对学习者语言能力的提升具有积极作用。性格特征,作为一个人的心理认同,具有相对稳定的特性,尤其就成年人而言。众多研究表明性格特征能够影响一个人第二语言的习得。然而,口头纠正性反馈与性格特征之间的关系却未能引起广泛重视。本文通过问卷调查、课堂录音和个别访谈三种方式考察了师生性格特征与口头纠正性反馈之间的关系。研究结果表明:(1)性格特征在一定程度上会影响教师口头纠正性反馈的纠错力度,但并不影响教师对不同类型偏误所持的纠错态度及反馈方式的总体选择。(2)师生就口头纠正性反馈方式所持的态度不尽相同,尤其在“直接更正”、“重铸”和“重复错误”方式上。(3)不同性格特征的教师和学生在口头纠正性反馈的选择上所持态度存在一定差异,尤其在“直接更正”、“元语言反馈”、“重铸”和“诱导”方面。
Article outline
- 一、引言
- 二、性格特征与纠正性反馈
- 三、研究设计
- 3.1研究问题
- 3.2研究对象
- 3.3研究工具及步骤
- 四、研究结果与分析
- 4.1课堂录音及访谈结果与分析
- 4.2问卷调查及访谈结果与分析
- 五、结论与不足
- Acknowledgements
-
参考文献
Article language: Chinese
References (22)
参考文献
Bitchener, J., & Knoch, U.
(
2009)
The relative effectiveness of different types of direct written corrective feedback.
System,
37
(2), 322–329.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cazan, A., & Schiopca, B.
(
2014)
Self-directed learning, personality traits and academic achievement.
Procedia – Social and Behavioral Sciences,
127
1, 640–644.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Crystal, D.
(
2010)
The Cambridge Encyclopedia of Language (3rd ed.). Cambridge: Cambridge University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ehrman, M. E.
(
2008)
Personality and good language users. In
C. Griffiths (Ed.),
Lessons from good language learners (pp. 61–72). Cambridge: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ellis, R., Loewen, S., & Erlam, R.
(
2006)
Implicit and explicit corrective feedback and the acquisition of L2 grammar.
Studies in Second Language Acquisition,
28
(2), 339–368.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eysenck, H. J.
(
1967)
The biological basis of personality. Springfield: Thomas.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eysenck, S., & Barrett, P.
(
2013)
Re-introduction to cross-cultural studies of the EPQ.
Personality and Individual Differences,
54
1, 485–489.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lee, E. J.
(
2013)
Corrective feedback preferences and learner repair among advanced ESL students.
System,
41
(2), 217–230.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Leeman, J.
(
2007)
Feedback in L2 learning: Responding to errors during practice. In
R. DeKeyser (Ed.),
Practice in a second language (pp. 111–138). New York: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lu, X., & Gao, L. 陆熙雯, 高立群
(
2015)
Duìwài Hànyǔ Kètáng Hùdòng zhōng Jiūzhèngxìng Fǎnkuì duì Xídé de Yǐngxiǎng [对外汉语课堂互动中纠正性反馈对习得的影响: Impact of corrective feedback on language acquisition in Chinese L2 classroom interaction]. [
Chinese Teaching in the World],
1
1, 95–110.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lyster, R.
(
2004)
Differential effects of prompts and recasts in form-focused instruction.
Studies in Second Language Acquisition,
26
(3), 399–432.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lyster, R., & Ranta, L.
(
1997)
Corrective feedback and learner uptake.
Studies in Second Language Acquisition,
19
(1), 37–66.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lyster, R., & Saito, K.
(
2010)
Oral feedback in classroom SLA: A meta-analysis.
Studies in Second Language Acquisition,
32
(2), 265–302.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
MacIntyre, P. D., & Charos, C.
(
1996)
Personality, attitudes, and affect as predictors of second language communication.
Journal of Language and Social Psychology,
15
(1), 3–26.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
O’Connor, M. C., & Paunonen, S. V.
(
2007)
Big five personality predictors of post-secondary academic performance.
Personality and Individual Differences,
43
1, 971–990.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Russell, J., & Spada, N.
(
2006)
The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In
J. M. Norris, &
L. Ortega (Eds.),
Synthesizing research on language learning and teaching (pp. 133–164). Amsterdam: John Benjamins.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sheen, Y.
(
2004)
Corrective feedback and learner uptake in communicative classrooms across instructional settings.
Language Teaching Research,
8
(3), 263–300.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sheen, Y.
(
2007)
The effects of corrective feedback, language aptitude and learner attitudes on the acquisition of English articles. In
A. Mackey (Ed.),
Conversational interaction in second language acquisition: A collection of empirical studies (pp. 301–322). Oxford: Oxford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sheen, Y.
(
2010)
Differential effects of oral and written corrective feedback in the ESL classroom.
Studies in Second Language Acquisition,
32
1, 203–234.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shintani, N., & Ellis, R.
(
2013)
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article.
Journal of Second Language Writing
22
(3), 286–306.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Van Beuningen, C. G. De Jong, N. H., & Kuiken, F.
(
2012)
Evidence on the effectiveness of comprehensive error correction in second language writing.
Language Learning,
62
(1), 1–41.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zu, X. 祖晓梅
(
2008)
Hànyǔ Kètáng Gèngzhèngxìng Fǎnkuì de Diàochá yǔ Fènxī [汉语课堂更正性反馈的调查与分析: Corrective feedback in Chinese language classrooms]. [
Chinese Language Learning]
1
1, 93–100.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (1)
Cited by 1 other publications
Zhu, Junling
2023.
Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization.
Language and Sociocultural Theory 9:2
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 1 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.