小学英语课堂中教师纠正反馈和学生接纳的研究（英文版）_赵蓓蓓_9787313255921

本书主要探讨小学英语课堂中教师纠正反馈和学生接纳的相关问题。本书以两名小学英语教师与其所任教的两个班级的学生（71名）作为研究对象，主要采用定性和定量的研究方法，其主要目标是了解纠正反馈在小学英语课堂中的应用及学习者对教师纠正反馈的接纳,即英语教师对学生课堂上语言错误所采取的对策以及学习者对其对策的反应。本书适合高校英语专业英语教学研究方向的师生以及中小学英语教师阅读使用。

国内外纠正反馈理论及研究成果表明教师纠正反馈的研究具有重要的研究价值，本书内容是基于一项关于小学英语课堂中教师纠正反馈和学生接纳的研究。这项研究以两名小学英语教师与其所任教的两个班级的学生（71名）作为研究对象，主要采用定性和定量的研究方法，其主要目标是了解纠正反馈在小学英语课堂中的应用及学习者对教师纠正反馈的接纳，即英语教师对学生课堂上语言错误所采取的对策以及学习者对其对策的反应。具体来说，本研究通过课堂观察去了解在实际课堂中教师如何处理学生的语言错误，以及学生对教师纠正反馈的接纳情况，主要从学习者的错误、教师纠正反馈和学生接纳来比较两个英语课堂的纠正反馈以及学生接纳的异同；除此以外，本研究还通过对师生的访谈了解师生对纠正反馈和接纳的理解和认识，以及他们的上课内容、课堂活动、上课模式以及上课感受；除了比较以外，本研究还发现学习者的错误、纠正反馈与学习者接纳之间存在着依附关系。本研究的结论对教育学、教学研究和教师专业发展具有启示意义。
本书分为七章。章是导论，提供了研究的背景资料和基本原理，并阐述了研究的总体目标、范围、设计和方法。本章末尾提供了本书的结构。第二章是文献综述，从本书中使用的术语定义开始，论证了形式焦点式语言教学、纠正性反馈和学习者接纳研究的重要性，回顾了专门研究纠正性反馈和学习者吸收的实证研究，以不同角度和不同研究中得出的相似或不同的结果，指出了一个值得研究的知识缺口。第三章是方法论。这一章给读者分享方法论上的决策实际过程，并展示了本书的发展轨迹。从对哲学立场的一般性讨论转向对研究设计的基本原理和研究中使用的数据收集和分析方法的详细描述。本章还讨论了研究过程中出现的伦理问题并对本研究的设计和实施质量进行了评价。第四章是对研究结果进行定量分析。首先简要地分析了课堂观察数据的研究结果，主要是在形式焦点式语言教学的描述和分析过程中，对学习者的错误、纠正性反馈和学习者的理解进行了比较，了解两个班级在形式焦点式语言教学方面的异同。第五章以定性数据处理的方式介绍了当前研究的主要发现。研究结果显示，两位教师对错误的处理方式都比先前的研究更具一致性。此外，研究数据还表明，一些纠正性反馈方法比其他方法更有可能鼓励学习者吸收，这个结果与之前的一些反馈研究是一致的。此外，数据分析还显示了学习者在教师提示下有纠正错误的能力。第六章为研究结果提供了可能的解释，并将本研究结果与以往研究结果进行了比较。研究结果表明，当前研究的发现为支持和延续早期的发现提供了证据。第七章主要是阐述本研究的意义，解释本研究如何对相关知识作出贡献。同时也讨论了本研究的局限性以及未来研究的总体思路，以期对该领域的研究有所裨益。

Previous research has suggested that corrective feedback has considerable potential for providing learners with significant L2 learning opportunities. It thus plays a beneficial role in L2 learning. This book examined corrective feedback and learner uptake in focusonform instruction contexts in primary school EFL classrooms in China. This book examined the classroom interaction of two teachers and their learners （36 Grade 5 and 35 Grade 6）in 26 lessons to investigate the way in which these teachers spontaneously attended to form， and to determine the extent to which these Chinese young learners could and did subsequently demonstrate uptake in their production. Classroom observations transcripts， totalling 15.2 hours of classroom interaction， were analysed to determine ①the differences in the total number and distribution of learner errors， corrective feedback， and learner uptake between the two classes， ②to what extent learner errors， corrective feedback are related to learner uptake. In addition， individual interviews （approximately 8 hours） with both teachers and learners were carried out. This qualitative perspective was used to assist interpreting lesson transcripts in relation to the two points above.
The results demonstrate a difference in the total number of learner errors， even though the distribution of error types was similar between the two classes. Among all error types， grammatical errors occurred with the highest frequency， phonological errors came next， with lexical errors occurring with the lowest frequency. The evidence also indicates that both teachers attended to a similar percentage of learner errors with corrective feedback in spite of the varied number of learner errors. This suggests that both teachers were often willing to attend to form in communicative lessons. The results also reveal that lexical and phonological errors were more likely to receive attention from teachers than grammatical errors. Furthermore， This book provides evidence that the teachers relied extensively on recasts when attending to learner errors in lessons， lending support to the finding of previous studies that recasts as a corrective feedback were preferred by language teachers. This book provides evidence that both teachers often created opportunities for learner uptake to take place； accordingly， learners often actively corrected their errors when they were allowed to do so.
This book also indicates that grammatical errors were more likely to receive recasts， resulting in the lowest rate of learner uptake. Repetition requests and elicitation were more likely to attend to phonological errors that led to the lowest rate of needsrepair. Explicit feedback and recasts were less effective at eliciting learner uptake than other corrective feedback. These results suggest that the teachers often take advantage of corrective feedback， creating opportunities for learners to correct errors， and learners are capable of correcting errors after a prompt. Such attention to form that provides learners with an opportunity to negotiate for form or meaning can potentially benefit L2 learning. This book concludes with implications for pedagogy， research and teacher professional development that are made based upon these findings.

Contents

Chapter 1 Introduction
1.1 Background of the study
1.2 Rationale for the study
1.3 Objectives and design of the study
1.4 Organisation of the book
1.5 Summary
Chapter 2 Literature Review
2.1 Introduction
2.2 Defining the terms
2.2.1 Defining focusonform
2.2.2 Defining corrective feedback
2.2.3 Defining uptake
2.3 The importance of studies on corrective feedback and uptake
2.4 A review of literature on corrective feedback and uptake
2.4.1 Corrective feedback
2.4.2 Uptake
2.4.3 A summary of previous studies
2.5 Gaps in knowledge
2.6 Summary
Chapter 3 Research Methodology
3.1 Introduction： why methodology chapter
3.2 Ontological/epistemological/philosophical position
3.3 Pilot study
3.4 The research design and conduct
3.4.1 Case study strategy
3.4.2 Research questions
3.4.3 Sampling and gaining access
3.4.4 Participants
3.4.5 Data collection methods
3.4.6 Database of the study
3.5 Methods of data analysis
3.5.1 Transcription
3.5.2 Using NVivo 2
3.5.3 The process of coding and analyzing
3.6 Ethical issues arising in the conduct of the research
3.7 The quality of the data and data analyses
3.8 Summary
Chapter 4 A Comparison of the Two Classes Focusonform Instructions
4.1 Introduction
4.2 Results of classroom data
4.3 Learners errors
4.3.1 The total number and distribution of errors
4.3.2 The interpretation of the findings
4.4 Teachers corrective feedback
4.4.1 The total number of corrective feedback
4.4.2 The general tendency in corrective feedback
4.4.3 Preferred corrective feedback types
4.4.4 The opportunity to use feedback
4.5 Learners uptake
4.6 A summary of findings relating to RQ1， RQ2， and RQ3
4.7 Summary
Chapter 5 Focusonform Instructions
5.1 Introduction
5.2 The relationship between errors， feedback and uptake
5.2.1 Learner errors and corrective feedback
5.2.2 Learner errors and learner uptake
5.2.3 Corrective feedback and learner uptake
5.2.4 A summary of the findings
5.3 Qualitative analysis of classroom observation data
5.3.1 Recasts as a feedback strategy
5.3.2 The use of L1 as a feedback strategy
5.3.3 Elicitation as a feedback strategy
5.3.4 Repetition requests as a feedback strategy
5.3.5 Invitation to other learners as a feedback strategy
5.3.6 Clarification requests as a feedback strategy
5.3.7 Explicit correction as a feedback strategy
5.3.8 Repetition as a feedback strategy
5.4 A summary of findings relating to RQ4
5.5 Summary
Chapter 6 Discussion
6.1 Introduction
6.2 A summary of the findings
6.2.1 Learners errors
6.2.2 Teachers corrective feedback
6.2.3 Learners uptake
6.2.4 Learner errors， corrective feedback, and uptake
6.3 Discussing findings in relation to existing knowledge
6.3.1 The rate of correction
6.3.2 Teachers avoidance of direct corrective feedback
6.3.3 Teachers provision of corrective feedback
6.3.4 Recasts as a corrective feedback
6.3.5 The rate of learner uptake
6.3.6 Corrective feedback， learner uptake, and L2 learning
6.4 Summary
Chapter 7 Implications and Conclusion
7.1 Introduction
7.2 Implications of the study
7.2.1 Pedagogical significance
7.2.2 Professional development
7.3 Limitations of the study
7.4 Future research
7.5 Concluding remarks
References
Appendices
Index

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