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二语写作互动中的纠错反馈:争议与对策 = The Corrective Feedback on Second Language Writing:Controversies and Countermeasures / 李学晋
// Language Teaching and Linguistic Studies no. 1 (2017).
// 语言教学与研究 no. 1 (2017). 36-44 p. The corrective feedback of second language writing is controversial of whether corrective feedback is effective and which one,i.e.explicit or implicit feedback,can be more helpful to promote second language writing acquisition.By studying materials,the author finds the reasons of controversy as follows:the validity standards of the second language writing error correction feedback are different;the research of error correction feedback is mostly confined to the category of grammatical error correction;there is a lack of overall error correction awareness and behavior;the variables in the empirical study are not comprehensively considered.Based on the related theories,suggestions and proposals are provided.
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汉语教师和学习者对课堂纠错反馈信念和态度的比较 = Chinese Teachers and Students Beliefs and Attitudes Regarding Corrective Feedback / 祖晓梅; 马嘉俪.
// 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2015, No.4. 吉林省延吉市 : 双月, 2015.p. 66-75. The mismatch between student and teacher beliefs on corrective feedback can negatively affect student satisfaction with teacher implementation of corrective feedback and hamper second language acquisition. This article provides a report of an exploratory study which investigates and compares the beliefs and attitudes of Chinese learners and teachers regarding who,what,when,how,and why to correct errors in classrooms. A total of 194 students and 67 teachers responded to 21 closedended questionnaires and three semi-structured questions. The results revealed that the students strongly favored direct and immediate corrective feedback from teachers,valued corrective feedback on grammatical errors,and preferred a rule explanation strategy. In contrast,Chinese teachers favored implicit and self-repair corrective strategies. The article also analyzes the reasons behind these belief gaps and discusses the pedagogical implications of such research.
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纠错反馈与理解回应的实证研究 = A Study on Corrective Feedback and Uptake in Chinese Classroom. / Hong Yun.
// 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2013, No.6. 2013.p. 105-112. This article presents a study of corrective feedback and learner uptake in Chinese classroom at primary level.Transcripts were analyzed to compare the various moves in an error treatment sequence.Results includes the frequency and distribution of the six different feedback types used by the seven teachers,in addition to the frequency and distribution of different types of learner uptake following each feedback type.The findings indicate an overwhelming tendency for teachers to use recasts,but repetition and clarification requests lead to student-generated repair more successfully.
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