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Tác giả CN
| Hong, Yun. | |
Nhan đề
| 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. | |
Thông tin xuất bản
| 2013. | |
Mô tả vật lý
| p. 105-112. | |
Tóm tắt
| 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. | |
Tóm tắt
| 本文通过对国际汉语课堂教学的转写统计,重点考察课堂教学中教师纠错反馈与学生理解回应的某些规律,发现重复和澄清请求的理解回应率及学生自主修正率最高,教师对于纠错反馈方式的选择与学生水平有一定的对应关系,错误类型与纠错方式有一定对应关系,语音错误多采用重述类纠错方式,词汇错误多采用协商类纠错方式。 | |
Từ khóa tự do
| Corrective feedback. | |
Từ khóa tự do
| 纠错反馈. | |
Từ khóa tự do
| Recast. | |
Từ khóa tự do
| Uptake. | |
Từ khóa tự do
| 理解回应. | |
Nguồn trích
| 漢語學習 = Chinese Language Learning (Hanyu Xuexi)- 2013, No.6. |
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| 100 | 0 |aHong, Yun. |
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| 245 | 10|a纠错反馈与理解回应的实证研究 =|bA Study on Corrective Feedback and Uptake in Chinese Classroom. /|cHong Yun. |
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| 260 | |c2013. |
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| 300 | |ap. 105-112. |
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| 362 | 0 |aNo. 6 (Dec. 2013) |
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| 520 | |aThis 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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| 520 | |a本文通过对国际汉语课堂教学的转写统计,重点考察课堂教学中教师纠错反馈与学生理解回应的某些规律,发现重复和澄清请求的理解回应率及学生自主修正率最高,教师对于纠错反馈方式的选择与学生水平有一定的对应关系,错误类型与纠错方式有一定对应关系,语音错误多采用重述类纠错方式,词汇错误多采用协商类纠错方式。 |
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| 653 | 0 |aCorrective feedback. |
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| 653 | 0 |a纠错反馈. |
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| 653 | 0 |aRecast. |
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| 653 | 0 |aUptake. |
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| 653 | 0 |a理解回应. |
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| 773 | |t漢語學習 = Chinese Language Learning (Hanyu Xuexi)|g2013, No.6. |
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| 890 | |a0|b0|c0|d0 |
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