摘要
通过实证研究检测不同类型的纠正性反馈对大学英语学习者语音能力发展的影响。研究将学生分为显性纠正组、重述组、提示组及控制组进行反馈实验,并采用"前测-后测-延宕后测"的方式,结合笔试及口试测量学习者语音水平。结果表明,提示性反馈既能使学习者清晰的认识到自身的错误所在,又能引导学习者对自身的语音中介语系统进行更深层次的思考和加工,对学生语音能力发展的促进效果最为显著。
The research utilized empirical method to investigate the effects of different corrective feedback on college English learners＇ phonological development. The research divided students into explicit correction group, recasts group, prompts group and control group, and offered treatments to each group respectively. By adopting a ＂ pretest-posttest-delayed posttest＂ approach, the research measured students＇ phonological level through both written and oral tests. Results show that prompts can not only make students recognize their phonological mistakes clearly, but also prompt them to have a deeper reflection and processing of their phonological interlanguages, which are most facilitative for students＇ phonological development.
作者
郑璐杰
ZHENG Lu-jie(Fujian Jiangxia College,Fuzhou FuJian,350108,China)
出处
《齐齐哈尔大学学报（哲学社会科学版）》
2018年第9期142-145,共4页
Journal of Qiqihar University(Philosophy & Social Science Edition)
基金
福建省社会科学规划项目青年项目:不同纠正性反馈在交际型大学英语课堂中的理论和实证研究(FJ2016C161)
福建江夏学院横向课题:英语课堂提供输入式反馈与促发输出型反馈的对比研究(JXH2017029)
关键词
纠正性反馈
显性纠正
重述
提示
语音能力发展
corrective feedback
explicit correction
recasts
prompts
phonological development
