高中英语课堂口语纠错方法Word下载.docx
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高中英语课堂口语纠错方法Word下载.docx
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【正文】
Ⅰ.Introduction
NewCurriculumemphasizesstudentself-cooperativelearning,sostudentshavemoreandmoreopportunitiestouseEnglishintheclassroom.InEnglishclass,somestudentswillmakeerrorswhentheycommunicatewiththeteacherorclassmates.Thetraditionalviewisthat:
Student'
s
"
wrong"
arederivedfromthemothertongueinterference,a
mistake"
saidthefailureoflearning,reflectingtheimproperwayoflearning.
Wrong"
mustnotbetolerantbyteachers,andmustimmediatelybecorrected.Butinteachingpractice,iftheseerrorsmustbecorrectedbytheteachers,itisboundtounderminethestudents’oralcommunicationinitiative,hurttheirself-esteem,andaffectfluency.However,ifteachersdonotpaymoreattentiontotheirerrorsandcorrectthempromptly,studentswillbelikelytomakeerrorsagain.Theycannotalwaysgraspthecorrectgrammarrules,whydostudentsmakeerrors?
Whatkindoferrorsteachersshouldcorrect?
Howtocorrect?
Howtoguidestudentstocorrecterrorsinspokenlanguagetrainingbythemselves?
Abouttheseproblems,thispaperwillanalyzethecausesofstudentsmakingerrors,theprinciplesoferrorcorrectionandthewaysoferrorcorrection,toexploretheerrorscorrectiontechniquesinEnglishclass.
Ⅱ.Definitionoferrors
Whatisanerrorinlanguagelearning?
Differentresearchersgivedifferentdefinitionstoit.AccordingtoCorderS.P.
(1967,citedinEllis,1999),
“anerrorisadeviationinlearnerlanguagewhichresultsfromlackofknowledge”3.Anerrorcanbeovert
(thedeviationisapparentinthesurfaceformoftheutterance)orcovert
(thedeviationisonlyevidentwhenthelearner’smeaningistakenintoaccount).Corder
(1973)alsomakesadistinctionbetweenerrors,lapsesandmistakes.Errorsarenotrecognizable.Suchlapsesarenotfailingandsoaresometimesreferredtoas
‘performanceerrors’
(Allwrightetal,1991:
88).MistakesinCorder’sschemearewhathecalls
‘inappropriateutterances’,wherethereisafailuretomatchthelanguagetothesituation.AfurtherusefuldistinctionisofferedbyEdge,whosubdividesCorder’scategoryintotwo.Heretainstheterm
‘error’foritemsthatthelearnerscannotself-correctbuttowhichtheyhavebeenexposed,offeringtheterm
‘attempts’fordeviationsinareasoflanguagestilluntaught.BasedOnCorder’sdistinction,James
(2001)refinesthedefinitionoferroras
“beinganinstanceoflanguagethatisunintentionallydeviantandisnotself-corrigiblebyitsauthor”4.Amistakeisintentionallyorunintentionallydeviantandself-corrigible.
Brown
(2000:
205)definederrorandmistakeasfollows:
Amistakereferstoaperformanceerrorthatiseitherarandomguessoraslipinthatitisafailuretoutilizeaknownsystemcorrectly.Itoccurswhenlearnersfailtoperformtheircompetence.It'
saperformancephenomenonresultingfromslipoftongue,memorylimitation,orlackoflinguisticplanningandstrategy.Allpeoplemakemistake,inbothnativeandsecondlanguagesituation.Nativespeakersarenormallycapableofrecognizingandcorrectingsuchlapsesormistakes,whicharenottheresultofadeficiencyincompetencebuttheresultofsomesortofbreakdownorimperfectionintheprocessofproducingspeech.Anerrorisanoticeabledeviationfromtheadultgrammarofanativespeaker,reflectingtheinterlanguagecompetenceofthelearner.Anerrorrevealsaportionofhiscompetenceinthetargetlanguage.
ComparingthedefinitionsmadebyCorderandBrown,wecanfindthatBrown’smistakeissimilartoCorder’slapse,andCorder’smistakeiswhatwecallpragmaticfailure,andBrown’sdefinitionoferroristoolimitedingrammar.Butthereisacommonthing,whichisthatmistakeisnotthereflectionofdeficiencyinlanguageknowledge,butjustafailureinperformance.
AccordingtoGeoge
(1972,citedinAllwrightetal,1991:
85),“Informalclassroominstructionofsecondorforeignlanguages,theteacher’sresponsetostudents’utterancesmaybethemostimportantcriterionforjudgingerror.Indeed,onedefinitionstatesthatanerrorisaformunwantedbytheteacher"
5.AnotherexplanationwasgivenbyChaudron
(1986,citedinAllwrightetal,1991:
86)inhisstudyofteachers’reactiontochildren’serrors.Hedefinederrorsas
(1)linguisticformsorcontentthatdifferedfromnativespeaker
normsorfacts;
(2)anyotherbehaviorsignaledbytheteacherasneedingimprovement.However,both
“unwanted
form”and
behaviorthatneedsimprovement"
seemtoillustratequiteambiguousconcepts.Indeed,itisfoundinsometranscriptsofclassroomdiscoursethatlearners’responsearesometimesrejectedorsignaledtobeimprovedbyteachers--notbecausetheyarewrongbutbecausetheyareunexpected.
Inaword,amistakereferstoaperformanceerrorthatiseitherarandomguessora
‘slipoftongue’,anditisafailureperformancetoaknownsystem.6Everyonemakesmistakes,nomatterinanativelanguageorinaforeignlanguage
.Aswecanseethatamistakehasnothingtodowiththelanguagecompetence,butaresultfromatemporarybreakdown.Whenamistakeischallengedorgivenenoughattention,itcanbeself-corrected.Anerror,ontheotherhand,hasdirectrelationwiththelearners’languagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.Languageerrorscannotbeself-correctednomatterhowmuchattentionisgiven.
Ⅲ.PreviousStudyofErrorCorrection
Thoughwhethererrorsshouldbecorrectedhaslongbeenacontroversialquestion,theresearchesonerrortreatmentinclasshavebeencarriedoutbyalotofresearchers.1Theycanbedividedintothreegroups:
oneisaboutwhatteachersandstudentsactuallydointheclassroomwhenlanguageerrorsoccur,andthereisaconsiderablebodyofworkdoneonthis
(Chaudron1988,AllwrightandBailey1991);
thesecondisconcerningaboutthelearners’attitudestowardserrortreatment,andmuchworkhasbeendoneonthis
(CathcartandOlsen1976,Chenowetheta1.1983);
thethirdisthatwhattypesofteacherinterventionismosteffectiveincounteractingerrors.
Asfortheresearchesinthefirstgroup,Chaudron
(1988,citedinEllis,1999:
584)reviewsanumberofstudentsthathaveinvestigatedwhatteachersactuallydointheclassroom
(Salica1981;
Courchene1980;
Chaudron1986;
Fanselow1977;
Lucas1975).Themainconclusionshegetsarethatcertaintypesoferrorsaremuchmorelikelytobetreatedthanothers:
discourse,content,andlexicalerrorsreceivemoreattentionthanphonologicalorgrammaticalerrors;
andthatthereisconsiderablevariationamongteachersregardinghowfrequentlyerrortreatmenttakesplace.Edmondson(1985)hasalsopointedoutthatteacherssometimescorrect
‘errors’thathavenotinfactbeenmade.
Asforthesecondgroup,CathcertandOlsen
(1976)findthatESLlearnersliketobecorrectedbytheirteachersandwantmorecorrectedthantheyareusuallyprovidedwith.Chenowetheta1(1983)findlearnersliketobecorrectednotonlyinform-focusedactivities,butalsowhentheyaretalkingwithnativespeakers.
Asforthethirdgroup,LysterandRanta
(1997)provideuswithacorrectionstrategythattheythinkisthemosteffective.Inastudybythem,theydeterminesixdifferentoralerrorcorrectionstrategies:
expliciterrorcorrection(teacherprovidescorrectform);
recasts
(teacherreformulatesutteranceminustheerror),clarificationrequests
(teacherindicatestheneedforclarification),metalinguisticfeedback
(teachercommentswithoutprovidingcorrectform),elicitation(askstudentstoreformulateresponse)andrepetition
(teacherrepeats,inisolation,thestudent’serror).LysterandRanta’sresearchshowsthattherecaststrategyisusedmostoften,butthisstrategyalsoprovestobetheleasteffective,becauseitdoesnotrequirethestudenttoattempttocorrecthisorherownerror.Fouroftheothersixmethodsoffeedbackrequirethestudentstogenerateacorrectanswer.LysterandRantafindthatthefourtypesoffeedbackthatallowfornegotiationofmeeting
(elicitation,meta-linguisticfeedback,clarificationrequestsandrepetition)aremorelikelytoleadtostudentscorrectingtheirownerrorsthanarerecastsorexplicitcorrections.TheresearchofLysterandRantaindicatesthatelicitationismosteffectivestrategybecauseitrequiresstudentstoelaborateonthemessageconveyed,andtheprocessthatleadstothecorrectanswer.2
Ⅳ.TheReasonsofMakingError
Therearemanyreasonsthatcausestudentstomakelanguageerrors.Anumberoffactorsinteachingarelikelytobetheincentiveforstudentstomakelanguageerrors.Thispaperwillintroducethereasonsfromthefiveaspects:
thelackofknowledge,mother-tongueinterference,over-generalization,environmentalfactorsandlanguagecommunicationfactors.
A.Lackingofknowledge
TheymakeerrorsbecausetheylackknowledgeofEnglish.Englishlanguagehasalonghistory.Itsgrammarandvocabularyareveryhuge.ItshouldbeaverylongtimetolearnitwellforourbeginnersinChina.IfwewanttospeakorwritesomethinginEnglish,wemustknowenoughaboutthelanguage,theculture,thegeographyandthehistoryofEngland.ButmanyEnglishteachersinChinastresstheimportanceofspeakingtooearly.Becausethebeginnershaven’tlearnedEnglishforalongtime,therearenotenoughmaterialsmadeupinEnglishinmostbeginners’minds.Soinordertodealwiththeirteachers’requirementsforspeakinginEnglish,theyhavetotranslatewhattheywanttosaywordbyword.Negativetransfersmakethemmakealotofmistakes.Perhapssometeachersdonotthinkitserious,theymaythinkastimegoesontheirerrorswillbecomefewerandfewer.Butt
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