检索结果-南通市图书馆

Is Recast the Most Effective Type of corrective feedback？ --Under Cognitive and Sociolinguistic Approach

在线全文

同方期刊数据库

学校读者我要写书评

暂无评论

Sino-US English Teaching 2016年第4期13卷 284-291页

作者： GU Bing-jie Ningbo Dahongying University Ningbo China

Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.

关键词： recasts corrective feedback cognitive approach sociolinguistic approach

The Application of corrective feedback Theory in Integrated English Course

在线全文

维普期刊数据库

学校读者我要写书评

暂无评论

Review of Educational Theory 2020年第4期3卷 77-81页

作者： Jiayu Zhuo Foreign Language Department Zhejiang Yuexiu University of Foreign LanguagesShaoxingZhejiang312000China

Integrated English Course in Chinese universities serves a group of non-English major students for the main educational training purpose of second language learning together with language learning skills development under different unit *** the process of learning another language,as language leaners,making mistakes is natural and *** procedure of making mistakes and correcting mistakes contribute to the gradual improvement from a starter to an advanced *** mistakes made in various conditions in the classroom,teachers need to form proper awareness,and give appropriate feedback.

关键词： corrective feedback Assessing Integrated course ESL learning

The Role of Non-verbal Behavior of Teachers in Providing Students corrective feedback and Their Consequences

在线全文

维普期刊数据库

学校读者我要写书评

暂无评论

Sino-US English Teaching 2011年第9期8卷 577-591页

作者： Emre Guvendir University of California Los Angeles Los Angeles USA

Considering the primary focus of corrective feedback literature on verbal-correction provided by teachers and lack of attention to the role of other forms of corrective feedback in FL （foreign language） classroom interaction, this paper demonstrates how essential teachers＇ non-verbal communication and stance display are in making students＇ errors noticeable for them by providing samples from videotaped data. The findings in this study provide insights into the use of non-verbal behavior in providing students with corrective feedback. This study shows that research dealing only with verbal corrections provided by FL teachers cannot fully define the classroom interaction in terms of teachers＇ use of error correction techniques and student notification and uptake.

关键词： corrective feedback verbal communication non-verbal communication student noticing

Achieving Self-Imitation for English Intonation Learning:The Role of corrective feedback

在线全文

维普期刊数据库

学校读者我要写书评

暂无评论

Chinese Journal of Applied Linguistics 2022年第1期45卷 106-125,151页

作者： Zhongmin LI Andrew-Peter LIAN Hunan University of Arts and Science Suranaree University of Technology Thailand

corrective feedback is crucial for pronunciation ***,in current pronunciation teaching practice,the corrective feedback provided usually fails to locate pronunciation problems and inform learners of the differences between their mispronunciations and the correct *** on the motor theory,this study attempted to explore a new way of corrective feedback for pronunciation ***,the learners’ speech output was modified and then was played back to them as an input model for *** this way,the learners can imitate the pronunciation model of their own voices,achieving *** study included two *** first explored the viability of obtaining one’s self-perceived voice through delayed feedback *** second experiment examined the effectiveness of self-imitation for English intonation *** showed that imitating the pronunciation model of one’s own voice can reduce the learners’ phonological memory load,assist critical listening and facilitate accurate phonetic realizations of the target intonation.

关键词： corrective feedback English intonation motor theory self-perception

The Effect of Different Types of corrective feedback on L2 Writing Accuracy of college students

在线全文

学校读者我要写书评

暂无评论

International Journal of Technology Management 2014年第6期 73-75页

作者： Li Deng Tianhe College of Guangdong Polytechnic Normal University 510540 Guangzhou

Since the process writing was raised in the L2 writing in 1970s, the feedback has been an important part of teaching. A range of researchers have investigated the effect of different types of error feedback to find whether the feedback can help L2 writers improve the accuracy of their writing. Similar to the previously discussed question, they have also reached rather controversial conclusions. Most often, these studies have categorized corrective feedback as either direct or indirect. To explore the effects of corrective feedback in L2 writing, the paper investigated the types of feedback given to 30 college students of Tianhe College in Guangdong province. The study improved that correction feedback can improve accuracy in student writing.

关键词： feedback corrective feedback L2 writing accuracy

Different Students, Different corrective feedback

在线全文

维普期刊数据库

学校读者我要写书评

暂无评论

校园英语 2016年第13期 18-21页

作者：施瑞浙江传媒学院大学外语教学部

There are many kinds of corrective feedback for SLA learners, which include explicit feedback, recast and prompts. Since teacher plays a very important role in SLA teaching, we should carefully use corrective feedback. From the book A Research Agenda For Second Language Acquisition Of Pre-literate And Low-literate Adult And Adolescent Learners’ s examples and my own real teaching experience, I assume that teacher should choose different corrective feedback to different students. Their learning abilities, English levels as well as their characteristics and personalities should be all taken into account when you are giving a corrective feedback to students. In other words, as a SLA teacher, we should teach students in accordance with their aptitude. And teachers better use different corrective feedback when they are going to response or react to their different students.

关键词： corrective feedback explicit feedback recast prompt implicit feedback different characteristics different English levels error & mistake

Research on corrective feedback in Foreign Language Teaching

在线全文

同方期刊数据库

学校读者我要写书评

暂无评论

海外英语 2018年第3期 229-232页

作者：黄荣山东财经大学

corrective feedback is an important part of second language acquisition, and many researches have showed that the corrective feedback in general have a positive effect on second language acquisition. The present study aims to investigate corrective feedback and draw enlightening conclusions:1) Different corrective feedback types have different effects on second language acquisition; 2)The effect of corrective feedback is also influenced by the feedback timing, explicitness of the feedback and learners' individual differences; 3) Teachers should consider feedback types, feedback timing, and individual differences of students based on teaching contents when providing corrective feedback in foreign language teaching.

关键词： corrective feedback types timing individual differences foreign language teaching

RECASTS AS corrective feedback IN CHINA’S ENGLISH CLASSROOM INTERACTION

在线全文

学校读者我要写书评

暂无评论

Chinese Journal of Applied Linguistics 2008年第3期31卷 30-34,127页

作者：赵晨广东外语外贸大学英文学院

本文基于30节课堂教学语料调查了中国英语教师使用部分重说反馈语(recast)的频率和规律。数据表明,中国英语教师并不倾向在课堂中频繁使用部分重说;而当他们使用时,他们一般针对学生的语法错误使用部分重说;并且和其它反馈语相比,部分... 详细信息

本文基于30节课堂教学语料调查了中国英语教师使用部分重说反馈语(recast)的频率和规律。数据表明,中国英语教师并不倾向在课堂中频繁使用部分重说;而当他们使用时,他们一般针对学生的语法错误使用部分重说;并且和其它反馈语相比,部分重说不能导致学生产出更多的即时修正。原因可能与部分重说的性质和教师使用它的技巧有关。

关键词： recast corrective feedback classroom interaction

An Investigation into Teachers＇ corrective feedback in Chinese EFL Classrooms

在线全文

学校读者我要写书评

暂无评论

Chinese Journal of Applied Linguistics 2012年第4期35卷 480-505页

作者： Xu Shanshan Jinling College of Nanjing University

This paper reports a study on the provision of teachers＇ corrective feedback （CF） and its effect on learners＇ uptake in Chinese EFL classrooms. It investigated what CF strategies were used and examined the effect of error types on strategy choice as well as the effect of CF strategies on learners＇ response. The subjects were four teachers and 89 English majors from a foreign language school and a top university. Data were collected through 40 class hours of classroom observation and interviews carried out with the four teachers. The CF strategies used were then analyzed both quantitatively and qualitatively. The findings are summarized as follows： 1. In Chinese EFL classrooms, a new type of CF was included, namely, nonverbal signals. With nonverbal signals, teachers could use gestures or facial expressions to indicate the existence of errors in students＇ utterance. Altogether teachers provided seven types of CF in Chinese senior-school and college EFL classrooms： explicit correction, recast, clarification request, metalinguistic feedback, elicitation, repetition and nonverbal signals. All of the seven CF types can be explicit or implicit, input-providing or output-prompting. Implicit/input- providing feedback dominates in the different CF types. 2. Different error types led to different choice of feedback strategies. Discourse errors attracted greatest attention from teachers who showed much more tolerance for syntactic errors than other CF types. Recasts, as implicit/input-providing feedback, were still used most frequently in treating all the error types while teachers tended to prompt students＇ self correction when lexical and discourse errors occurred in order to make error correction salient to learners. 3. Output-prompting feedback worked more effectively in eliciting learners＇ uptake than input- providing strategies did. But input-providing feedback moves yielded a lower needs-repair rate, which means students could do self-correction more success

关键词： corrective feedback strategy error uptake