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在这篇文章中我论述了两种类型错误的纠正:语言准确方面的错误和语言流利方面的错误。我描述了我们运用反馈使谈话继续进行的方法,并把这种情况与在语言课堂里经常发生的情况进行了对比。其次我描述了在会话中反馈的作用,并举例说明这种反馈是怎样给予的。文章结尾建议如何发挥课堂语言流利方面的反馈,以便学生有可能发挥语言应用的这一侧面。这些建议是根据本人课堂教学的经验而提出的。一个学习语言的学生出现错误后需要纠正,这个道理是大家公认的。课堂教学的研究表明。实际上教师在纠正错误中只是部分的纠正,是有选择的。尤其是某些教师可能认为纠正错误在交际活动中是不合适的或者是有问题的。我要想建议:在语言交际活动中纠正错误是必要的,并且还想研究一下纠
In this article I discuss two types of error correction: language accuracy errors and language fluent errors. I described how we used feedback to keep the conversation going and compared it with what happens most often in a language classroom. Second, I describe the role of feedback in conversations and give examples of how this feedback is given. The end of the article suggests how to give feedback on the fluency of the classroom so that students may be able to play this aspect of the language application. These suggestions are based on my classroom teaching experience. It is generally accepted that a language learner needs to correct mistakes. Classroom teaching research shows. In fact teachers are only part of the correction of mistakes, there is a choice. In particular, some teachers may think that correcting mistakes is not appropriate or problematic in communicative activities. I would like to suggest that it is necessary to correct mistakes in verbal communication activities and also to study