華語教師課堂糾錯行為研究

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Title:	華語教師課堂糾錯行為研究 A Study of Chinese Teachers' Error Correction Behaviour
Authors:	許飛揚
Contributors:	華語文教學碩士學位學程
Keywords:	華語課堂教學華語課堂觀察糾錯策略師生互動 Teaching Chinese as a Second Language classroom teaching (TCSL) classroom observation corrective feedback strategies teacher-student interactions
Date:	2016-06
Issue Date:	2016-08-02 15:13:27 (UTC+8)
Abstract:	本文以 Lyster & Ranta (1997)在二語教學中所探討的六種糾錯為基礎，研究華語教師課堂中這六種糾錯方式的運用。主旨在於：(1)探討原義的糾錯分類定義是否合適在華語課堂中運用；(2)探討華語教師課上糾錯技巧及影響這些糾錯技巧運用的原因。本文研究場域為台灣北部地區華語語言中心；對象為不同教學年資的華語師，以華語教師課堂的錄音(7個小時)、教師糾錯問卷(100份)、教師訪談(13名)等三項作為語料，利用描述統計、相關變數分析課程錄音和教師糾錯問卷；並依據以上分析結論做針對性的深入了解。本文所顯示的分析結果表示華語教學中糾錯種類跟 Lyster & Ranta (1997)研究中有異同。上述研究結果並且顯示教師的糾錯策略會被自身的教學習慣性、教學目的、不同課上活動而影響。比如說教師在課堂上多用師生「明確糾錯 (explicit correction) 」而忽略其他策的使用；而且課堂上的互動形式皆為師生互動，並未有生生或生師互動本文建議華語教師首先要進一步了解二語習得中糾錯方法的定義，再擴大他們的糾錯策略運用範圍並在課堂中實行這些糾錯策略。希望顯示糾錯策略在二語習得教學中的重要性。未來的研究方向可朝生生或生師互動等相關研究進行探討。 Based on the six error correction mode defined by Lyster & Ranta (1997) in second language teaching, this thesis investigates the implementation of the six error correction modes in Teaching Chinese as a Second Language classes (TCSL). The purpose of this thesis are: (A) To explore the appropriateness of applying the six error correction classifications as defined by Lyster & Ranta (1997) to TCSL classes; (B) To investigate TCSL teachers' use of error correction and the reasons influencing their use of these corrective feedback methods. This research covers TCSL teachers from Chinese language centers in the northern part of Taiwan. Chinese classroom recordings (7 hours), teachers' error correction questionnaires (n=100), and teacher interviews (13 teachers) were collecked. Data analysis techniques such as descriptive statistics, correlational analysis and content analysis of classroom recordings have been used. Preliminary results suggest that application of error correction techniques as defined by Lyster & Ranta (1997) in the TCSL context in Taiwan revealed similarities and differences. Differences in the provision of corrective feedback were produced by the impact of the teachers' habitual way of teaching and different purposes intended by different classes. The overuse of explicit correction to the exclusion of all other feedback strategies has been observed. Furthermore, overwhelmingly classroom interactions were mainly teacher-student interaction only. Very few student-student or student-teacher interaction were found. This thesis recommends that in the training of TCSL teachers in Taiwan, a thorough understanding of different error correction methods need to be explored with teachers with an extended discussion to the scope of application and implementation of these strategies in the classroom. In future studies, research exploring student-student or student-teacher interactional patterns could enrich TCSL trainee teachers' understanding of how to successfully implement corrective feedback in TCSL in Taiwan.
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