摘要
教师的教学反馈行为是教学中不可或缺的环节。教师在课堂上常常不能很好地尊重学生的回答以及思考学生课堂交流的意愿。通过针对性和多样化的反馈语,教师可以进一步引导学生进行课堂表达,从而促进师生互动。本研究采用实验法,选取12名英语水平相当的学生,分为三组进行教学对比试验,每组施以不同的反馈类型,分析实验前后学生的口语成绩差异,借助统计软件SPSS从流利度、词汇的丰富、语法的正确以及语音四个方面进行统计分析。实验结果验证了教师的反馈策略和技巧有助于提高学生口语水平的效果,并提出能促进学生接受"可理解性输入"的反馈语。
Teachers'feedback is an indispensable link in class.Teachers often fail to respect students'responses and ignore to consider about students'willingness to communicate in class.According to specific and diversified feedback,teachers can have further guidance for students to express themselves,so as to promote the interaction between teachers and students.This research adopted the experimental method.The writer selected 12 students in the same English level.The students were divided into three groups,which were given different types of feedback.With SPSS,the writer analyzed the differences of students'oral English performance before and after the experiment from four aspects:fluency,vocabulary,grammar and pronunciation.The results show that the teachers'feedback strategies and techniques can improve students'oral English level,thus the writer proposes the strategies of feedback to promote the"comprehensible input"of students.
作者
林丽珣
LIN Li-xun(Foreign Languages,Shantou Polytechnic,Shantou 515078,China)
出处
《南方职业教育学刊》
2019年第1期88-94,共7页
Journal of Southern Vocational Education
关键词
教师反馈语
大学英语
学生口语能力
teacher feedback
college English
students'oral ability
作者简介
林丽珣(1988-),女,广东汕头人,汕头职业技术学院外语系教师,研究方向为商务英语教学。
