摘要
本研究以课堂观察为主要研究工具,探讨了3个英语课堂中的偶发型聚焦形式引起的学习者接纳行为。语段分析显示,接纳在教师引发型聚焦、语音聚焦、诱导式聚焦、显性聚焦和复杂聚焦中出现得最为频繁,成功接纳则在反应型聚焦、语音聚焦、诱导式聚焦、隐性聚焦和简单聚焦中出现得最为频繁;回归分析表明,在聚焦的具体类型、语言重心、方式、明晰度和复杂程度五个因素中,能够预测接纳的有具体类型、语言重心和明晰度,能够预测成功接纳的有具体类型、语言重心和方式。
With classroom observation as a key instrument, this study investigates the learner uptake triggered by incidental focus on form(Fon F) in three English classes. Analysis of language episodes revealed that while uptake was most frequent in teacher-initiated Fon F, phonological Fon F, elicit Fon F, explicit Fon F, and complex Fon F, successful uptake was most common in reactive Fon F,phonological Fon F, elicit Fon F, implicit Fon F, and simple Fon F. Regression analysis further indicated that among the five factors of Fon F(i.e. specific type, linguistic focus, mode, explicitness and complexity), specific type, linguistic focus, and explicitness predicted uptake whereas specific type, linguistic focus and mode were the predictor of successful uptake.
出处
《现代外语》
CSSCI
北大核心
2017年第6期790-801,共12页
Modern Foreign Languages
基金
教育部人文社科项目"英语教师直供输入式反馈与诱导输出式反馈的对比研究"(14YJC740088)的阶段性成果
关键词
聚焦形式
反馈
接纳
focus on form
feedback
uptake
