摘要
选取教师如何对学生的偏误进行反馈以及学生对反馈的回应作为切入点,着力研究了教师更正性反馈对二语习得的作用和影响,发现重述性反馈的使用频率最高,请求澄清性反馈引起理解回应率最高,而引导性反馈修正效果最好。
Corrective feedback （CF）, as an essential part of the second language classroom interaction, has been a crucial topic of the second language acquisition （SLA） . By focusing on teachers＇ feedback on students＇ errors and students＇ responses to the feedback, this paper aims to reveal the importance of teachers＇ feedback and its influence on CF on SLA. It comes to the conclusion that repetition is the most frequently applied feedback by teachers, while negotiation requirement tends to receive more responses and elicitation brings about more repairs than any other forms of feedback.
出处
《华文教学与研究》
CSSCI
2015年第2期19-26,共8页
TCSOL Studies
基金
辽宁大学亚洲研究中心资助项目"面向东亚汉语国际推广问题研究"(Y201413)
关键词
初级汉语
课堂教学
更正性反馈
理解回应
elementary Chinese
classroom teaching
corrective feedback
uptake
