華語教師之課堂糾正策略研究

本研究探討華語教師在課堂上糾正回饋之使用情形。研究主旨在於：（一）觀察偏誤發生時師生之間的互動情形。（二）探討偏誤處理和教學年資之間的關係。本研究針對台灣某華語中心的四位台灣籍華語教師進行各三百分鐘的課堂錄音，待觀察結束後再對教師進行個別訪談。參與研究之教師中，兩位資深組教師之華語教學經驗在二十九年以上，兩位初職組教師之華語教學經驗在五年以下。受觀察之學習者來自各個國家，各班級平均人數為五人。研究結果是教學年資和糾正回饋的使用間並沒有直接關聯，四個班級唯一的共通點在於「重述策略」被教師所使用的比例皆高，然而受到學習者改正的比例卻最低，其原因可能因為大量地使用性質較不明顯的重述策略對學習者進行糾正，可造成學習者在辨認上產生混淆。本研究結果建議應該提升教師和學習者對於糾正回饋之意識，將糾正回饋融入班級經營中，師生兩方討論出對於偏誤糾正之共識，提高學習者自發性地注意偏誤現象，以達提升教學效果之目的。

關鍵字

糾正回饋；重述；偏誤糾正；教學年資；課室觀察

並列摘要

The current research explored corrective feedback and uptake in relation to teachers’ teaching experience in teaching Chinese as a second language (CSL) classrooms. Four CSL teachers participated in the study. Of four CSL teachers, two had more than twenty-nine years’ teaching experience, whereas the other two had less than five years’ teaching experience. The classes of these four teachers were observed and recorded. The four teachers were also interviewed individually. One thousand two hundred minutes of lessons were transcribed and analyzed, following Lyster and Ranta’s (1997) corrective feedback analysis model. Results showed that of all the corrective feedback types identified, recasts were most frequently used by all the four teachers. The other types of corrective feedback were rarely used. However, compared with other types of corrective feedback, the recasts generated the least rate of uptake. The implicit corrective nature of recasts could be the account for the lowest rate of uptake. Results also indicated that teachers’ teaching experience played little role in determining the use of the types of corrective feedback.

並列關鍵字

classroom observation ； corrective feedback ； error correction ； teaching experience ； recast

參考文獻

Allwright, D. (1988). Observation in the language classroom. London: Longman.

Google Scholar

Allwright, R. (1975). Problems in the study of the language teacher’s treatment of learner error. In M. Burt and H. Dulay (Eds.), On TESOL ’75: New directions in language learning, teaching, and bilingual education. Washington, DC: TESOL.

Google Scholar

Braidi, S. (2002). Reexamining the role of recasts in native-speaker/nonnative-speaker interaction. Language Learning, 52, 1-42.

Google Scholar

Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language.(pp. 154-177). Cambridge: Cambridge University Press.