零起点法语多媒体课堂 发音、词汇、句子、会话一本就够PDF电子书下载

Chapter 1 Introduction 1

1.1 Research Background 2

1.1.1 Definition of Repair 3

1.1.2 Classroom Repair and Error Analysis 8

1.2 Significance of the Present Study 11

1.2.1 Theoretical Rationale of the Present Study 12

1.2.2 Practical Significance of the Present Study 15

1.3 Organization of the Book 17

1.4 Summary 19

Chapter 2 Literature Review 21

2.1 Previous Studies on Repair 22

2.1.1 Schegloff's Model 22

2.1.2 Repair Studies After Schegloff 30

2.2 Previous Studies on Classroom Repair 32

2.2.1 Mchoul's Study on Classroom Repair 33

2.2.2 Seedhouse's Study on Classroom Repair and Others 36

2.2.3 Classroom Discourse Theories 41

2.3 Previous Studies on SLA 46

2.3.1 The Input Hypothesis and Others 46

2.3.2 The Interaction Hypothesis 48

2.3.3 Corder's Error Theory 51

2.3.4 Positive Feedback and Negative Feedback 55

2.4 Comments on the Previous Studies 60

Chapter 3 Theoretical Framework 64

3.1 The Theoretical Background of Conversation Analysis 65

3.1.1 The Ethno-methodological Origins of Conversation Analysis 65

3.1.2 The Principles of Conversation Analysis 67

3.1.3 The Procedures of Conversation Analysis 71

3.1.4 Conversation Analysis for SLA 73

3.2 The Revised Classroom Repair Model 79

3.2.1 The Ideal Situation of Classroom Repair 80

3.2.2 The Revised Model of Classroom Repair 83

3.3 Research Questions 86

3.4 Summary 88

Chapter 4 Research Methodology and Data 90

4.1 Research Methodology 91

4.1.1 A Brief Review of Research Methodology 91

4.1.2 Mixed Method Research 95

4.2 Data Collection 98

4.3 The Pilot Study 103

4.4 Data Description 107

4.4.1 Original Data of the Two Courses 108

4.4.2 Comparison of Repair Patterns from the Two Courses 113

4.5 Summary 116

Chapter 5 Trichotomic Analysis of Classroom Repairs 118

5.1 The Explicit Repair 119

5.1.1 Self-initiated Self-repair 120

5.1.2 Self-initiated Other-repair 129

5.1.3 Other-initiated Self-repair 133

5.1.4 Other-initiated Other-repair 136

5.2 The Implicit Repair 139

5.2.1 Requesting 140

5.2.2 Confirming 142

5.2.3 Paraphrasing 143

5.3 The Zero Repair 146

5.3.1 The Grammatical Zero Repair 146

5.3.2 The Lexical Zero Repair 150

5.3.3 The Syntactic Zero Repair 152

5.4 Summary 154

Chapter 6 Repair Variation in Form-focused and Content-focused Classrooms 157

6.1 Form-focused Classroom Versus Content-focused Classroom 158

6.2 Repairs in Language Form-focused Classroom 167

6.2.1 Repetition,Replacement and Enrichment as Dominant Forms of Self-correction 168

6.2.2 The Zero Repairs:Should They Be Corrected or Not? 172

6.2.3 Other Features of Repair in Form-focused Classroom 175

6.3 Repairs in Content-focused Classroom 183

6.3.1 The Trajectory of Requesting-Confirmation-Paraphrasing as Means of Negotiation 184

6.3.2 Teacher's SISR as Another Feature of Teacher-oriented Class 189

6.3.3 The Delayed Other-repair for Pedagogical Reasons 194

6.3.4 Other Features of Repair in Content-focused Course 201

6.4 Comparison of Repair Characteristics of Two Courses 205

Chapter 7 Discussion and Explanation 211

7.1 Discussion on the Patterns of Repair in University Classroom 212

7.1.1 Monitor Hypothesis for SISR 213

7.1.2 Corder's Error Theory for the Zero Repair 216

7.1.3 The Interaction Hypothesis for the Explicit Repair 223

7.2 Restatement of the Research Questions 227

7.3 Summary 236

Chapter 8 Conclusion 240

8.1 Major Findings of the Study 240

8.2 Limitations of the Study 249

8.3 Implications for Further Studies 251

Bibliography 254

Appendix A Transcript Example of Course A 272

Appendix B Transcript Example of Course B 282