初級華語聲調糾錯策略之課室研究

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题名:	初級華語聲調糾錯策略之課室研究 A classroom research study of tonal error correction strategies in a Beginning Chinese class
作者:	胡冬梅
贡献者:	華語文教學碩士學位學程
关键词:	華語課堂觀察糾錯回饋策略聲調糾錯非語言糾錯策略 Chinese classroom observation error correction feedback strategies tone correction non-verbal error correction strategies
日期:	2022
上传时间:	2023-02-22 09:57:56 (UTC+8)
摘要:	本研究主題為零起點華語聲調糾錯策略之課室研究。研究旨在探討教師運用的糾錯回饋策略在課堂上對學中文為二語學生聲調偏誤修正的影響。本研究運用Lyster and Ranta (1997)的「明確糾錯」、「重述」、「請求澄清」、「元語言回饋」、「引導」以及「重複｣等六種糾錯回饋策略來分析糾錯的應用。研究方法上，除了觀察8週課堂28小時的錄像外，期末由深度訪談教師語9名的學生，得知學生對課堂中教師糾錯行爲對他們的影響。除了這六種糾錯回饋行為之外，本研究在錄像觀察中發現，教師在糾錯中會使用一種以上的糾錯反饋策略進行糾錯比例相當高。尤其，教師運用的語調強弱、手勢高低等等的「非語言」的身體動作對較多。並且能幫助提高學生對自己的偏誤有自發性的注意。研究數據顯示，「重述」策略也是教師必用的策略之一，但研究證明只用「重述」一種糾錯策略要達到學生修復聲調偏誤較為困難，在教師使用「非語言」的糾錯回饋後可以較為有效的達到聲調修復的目標。期盼本研究能對華語課堂中的聲調偏誤糾錯盡一份心力。 The purpose of this study is to explore the effects of error correction feedback strategies used by the teacher on the correction of learners' tone errors in a beginning Teaching Chinese as a Second language classroom. The data consisted of 28 hours of video footage of classroom teaching covering a class consisted of 2 hours per week for 8 weeks, and then transcribed and analyzed. In addition, 9 learners were interviewed in depth at the end of the semester to learn the impact of the teacher' error correction behavior on learners during the course. This study uses ‘explicit error correction’, ‘recast’, ‘request for clarification’, ‘meta-language feedback’, ‘elicitation’ and ‘repetition’ suggested by Lyster and Ranta (1997) to analyze the application of error correction during the course. This study found that the proportion of the teacher using more than one type of error correction feedback for error correction is relatively high. In particular, the teacher's tone of voice, gesture height, facial expression changes and other ‘non-verbal’ body movements during error correction feedback are more frequent. Though the ‘recast’ strategy was also found to be one of the frequently used strategies by the teacher, the research also found that the application of the ‘recast’ error correction strategy alone did not achieve the goal of learners successfully repairing their tone errors. Only after combining it with other strategies and in particular the ‘non-verbal’ error correction feedback strategy, did the learners effectively achieved the goal of tone repair. It is hoped that this study can contribute to the correction of tone errors in Chinese classroom.
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