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近年来二语课堂教学中,教师越来越意识到不同类型的反馈语对学生的认知发展有很大的影响。但由于缺乏反馈的实证性研究,且相关研究的结果不一致,一线教师无法从这些研究中获得相应的指导原则。本文结合课堂日记和课堂观察的录音探究了不同类型课堂反馈对学生中介语认知发展的影响。结果发现,负反馈更有助于学生中介语的认知发展。其中,启发式和元语言反馈的修正性效果最好;重复性反馈、重铸和外显性负反馈的效果并不理想。研究结果表明,教师直接提供的修正性反馈对学生中介语认知发展的作用不明显。研究还揭示了影响教师选择反馈方式的因素和学生对教师反馈的不同感知。
In the second class classroom teaching in recent years, teachers are increasingly aware that different types of feedback have a great influence on students’ cognitive development. However, due to the lack of empirical research on feedback and the inconsistent results of related researches, frontline teachers can not obtain the corresponding guiding principles from these researches. This article explored the impact of different types of classroom feedback on the cognitive development of students’ interlanguage by recording in classroom diaries and classroom observation. The results show that negative feedback is more conducive to the cognitive development of students’ interlanguage. Among them, the corrective effect of heuristic and meta-verbal feedback is the best; the effects of repetitive feedback, recast and explicit negative feedback are not satisfactory. The results show that the direct feedback provided by teachers has no obvious effect on the cognitive development of students’ interlanguage. The study also reveals the factors that influence the way teachers choose to respond and the different perceptions of students about teacher feedback.