小学英语课堂会话中的语言错误、纠正反馈语和修正后的可理解输出

本文利用10节课堂会话语料探讨了小学课堂会话中学生语言错误、教师纠正反馈语和学生修正后的可理解输出之间的关系。数据表明,优秀教师针对学生语言错误而选用的纠正反馈语是有规律的,他们倾向针对学生的语法错误使用明确纠正法,针对词汇、语音错误使用形式协商法。这种针对性能推动学生产生修正后的可理解输出。

Linguistic errors in classroom conversations of primary school,corrective feedback and modified comprehensive output

This paper, based on a corpus of 10 periods of EFL classroom conversation of primary school, explores the relationships among the linguistic errors; teachers' corrective feedback and students' modified comprehensible output. Data indicates that the teachers' choice of corrective feedback following linguistic errors is rule-based. Teachers prefer to use negotiation of form to follow lexical and phonological errors, use explicit correction to follow grammar errors. The negotiation of form after lexical and phonological errors and the explicit correction have pushed the students to produce more MCOs.