摘要
通过实证研究探讨教师反馈对英语语音学习的影响和二语语音能力构建的作用。认为:教师纠错性反馈不应该成为教师反馈的唯一途径,教师建议性反馈同样能够促进二语语音学习和习得;教师课堂的显性反馈和隐性反馈对于不同学习风格的学习者的语音能力有不同的构建作用;此外,不同层次的学习者因教师口头反馈、书面反馈和师生会谈等反馈方式的差异,二语语音能力发展也有所不同。
This essay explores the effect of teacher’s feedback on phonological study and the construction of ESL phonological competence.It indicates that teacher’s corrective feedback is not an exclusive form for English phonology study and acquisition and suggestive feedback is an indispensable part of it.It also finds that teacher’s explicit and implicit feedbacks have different effects on the building and construction of phonological competence of students in different learning styles.Additionally,students at different levels also benefit from teacher’s oral、written feedback and teacher-student conference accordingly.
出处
《广东海洋大学学报》
CAS
2011年第2期88-93,共6页
Journal of Guangdong Ocean University
基金
广西教育厅科研项目(200504222)
关键词
教师反馈
语音学习
实证研究
teacher’s feedback
phonological study
empirical study
