外语课堂教学中的否定反馈PDF电子书下载

Chapter One Introduction 1

Chapter Two Errors 3

2.1 Definition of errors 3

2.2 Attitude towards errors 3

2.3 Evaluation of errors 4

2.4 Types of errors 5

2.5 Judgment of error gravity 8

2.6 Causes of errors 9

2.6.1 Errors of competence 10

2.6.1.1 Interference of L1 10

2.6.1.2 Intralingual transfer 10

2.6.1.3 Misconception-inducing teaching 11

2.6.1.4 Use of communication strategies 12

2.6.2 Errors of performance 13

2.6.2.1 Cognitive restrictions 13

2.6.2.2 Psychological restrictions 14

Chapter Three Provision of negative feedback 15

3.1 Negative feedback 15

3.2 Necessity and effect of negative feedback 16

3.3 Factors taken into consideration in providing negative feedback 19

3.3.1 Purpose of the activity 19

3.3.2 Degree of deviation 19

3.3.3 Clarity of meaning 20

3.3.4 Frequency of occurrence 20

3.3.5 Learners'language proficiency 21

3.3.6 Affective factors 22

3.3.7 Personality of learners 23

3.3.8 Other factors 24

3.4 Empirical studies on provision of negative feedback 24

3.4.1 How often errors were treated 24

3.4.2 What types of errors were treated 28

3.4.3 How errors were treated 31

3.4.4 When errors were treated 37

3.4.5 Who corrected errors 37

Chapter Four Negative feedback in EFL classrooms 39

4.1 Purpose of the research 39

4.2 Methodology 40

4.2.1 Subjects 40

4.2.2 Instruments 41

4.2.2.1 Questionnaires 41

4.2.2.2 Interviews 42

4.2.3 Data collection 42

4.2.4 Data analysis 43

4.2.4.1 Teachers'and students'response to the questionnaires 43

4.2.4.2 Transcription of the interview 45

4.3 Results and discussion 45

4.3.1 How often errors were treated 45

4.3.1.1 Teachers'opinion and corrective behavior 45

4.3.1.2 Students'needs and preferences 59

4.3.1.3 Discussion 69

4.3.2 What types of errors were treated 71

4.3.2.1 Teacher's opinion and corrective behavior 71

4.3.2.2 Students,needs and preferences 75

4.3.2.3 Discussion 79

4.3.3 How errors were treated 80

4.3.3.1 Teachers'opinions and corrective behavior 80

4.3.3.2 Students'needs and preferences 98

4.3.3.3 Discussion 113

Chapter Five Conclusion 118

5.1 Major findings 118

5.2 Pedagogical implications 120

5.3 Limitations of the study 124

References 127

Appendix Ⅰ 141

Appendix Ⅱ 149

Appendix Ⅲ 157

Appendix Ⅳ 159