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題名:華語教師實習--個別式口語教學之糾錯行為探討,以印尼華裔語言學生為對象
書刊名:中原華語文學報
作者:廖宜瑤 引用關係林芝如吳俞萱
作者(外文):Liao, Yi-yaoLin, Chih-juWu, Yuh-suan
出版日期:2010
卷期:5
頁次:頁133-155
主題關鍵詞:糾錯華語教學實習教師實習一對一教學印尼華裔CorrectionTeaching Chinese as second languagePre-service teachersPracticumOne-to-one tutoring
原始連結:連回原系統網址new window
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本研究目的在探索實習教師個別式口語教學的糾錯行為。研究對象為台灣某校應華系二年級擔任一對二助教教學之實習教師。本研究以教學錄影記錄小老師的糾錯行為,並佐以對實習教師重點訪談及實習腳蹤,並使用內容分析法對所蒐集之資料進行內容分析,了解這些實習教師之糾錯各種行為現象產生的原因。結果發現:一、就糾錯時機而言,實習老師皆能掌握糾錯時機,不會中途打斷或是等到課後才糾正錯誤;二、實習教師多能充分利用輔助方式糾正學生錯誤,企圖保持學生的學習動機。三、在糾錯內容上,實習老師因對語音的掌握度較高,使語音方面的糾錯率偏高;四、實習老師糾錯技巧單一,以小老師為主體的情形佔多數,甚少給予時間讓師生彼此觀察、互動;五、實習老師糾錯回饋比例偏低,可能造成學生因情感因素影響語言習得。建議:一、加強輔導實習教師語音以外的糾錯能力,二、加強輔導實習教師糾錯技巧,減少以教師為主體之糾錯行為,三、提醒實習教師,注意糾錯後之回饋。
The purpose of this study is to investigate the correcting behavior of pre-service TCSL teachers in their one-by-one tutoring. Research objects were pre-service teachers in a TCSL department who were doing their tutoring. Three ways were used for data collection: 1. Video recording of the tutoring process of practicum, 2. Interview of student teachers, 3. Practicum reports done by the pre-service teachers. Five results were found: 1. most pre-service teachers implemented correcting in a good timing. 2. Most pre-service teachers will have auxiliary ways in helping their correcting. 3. Pre-service teachers' correction mainly focuses on phonetic problems. 4. Pre-service teachers' seldom use peer-correction and peer-correction techniques in their corrections 5. Pre-service teachers' corrective feedbacks were few and not clear. Too sum up, pre-service teachers' correcting behaviors are still very intuitive. Three points were suggested: 1. Pre-service teachers' should improve their correction abilities other than just on phonetic problems. 2. Pre-service teachers should implement their correction techniques with good flexibility. 3. To remind pre-services teachers to give proper feedbacks to students after corrections.
期刊論文
1.文格(2007)。EFL教學中的糾錯問題—理論、研究現狀與發展。南京航空航天大學學報(社會科學版),9(3),83-88。  延伸查詢new window
2.向朝紅(1999)。“監察”學習理論及其對口語錯誤糾正的啟示。外語與外語教學,7,23-24。  延伸查詢new window
3.胡堅(2004)。"錯誤"研究的理論與方法及錯誤糾正策略。山東外語教學,2004(5),57-60。  延伸查詢new window
4.秦銀國(2008)。大學英語課堂糾錯的調查分析。教學研究,31(3),249-252。  延伸查詢new window
5.張璇(2009)。錯誤的分類-糾錯策略及其對外語教學的啟示。科教文匯,上旬刊,157-158。  延伸查詢new window
6.黑琨(2006)。對外漢語口語教學中的糾錯問題。中國大學教學,2006(8),34-36。  延伸查詢new window
7.彭永華、龔騰龍(2008)。行為—認知主義及人本主義在外語教學中的糾錯原則。新疆教育學院學報,24(1),103-105。  延伸查詢new window
8.廖宜瑤、林芝如、吳俞萱(2009)。華語教師實習-小老師教學實習的現象與角色探討。中原華語文學報,3,145-158。new window  延伸查詢new window
圖書
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3.Brown, H. Douglas、余光雄(2002)。第二語教學最高指導原則。臺北:東華出版社。  延伸查詢new window
4.Corder, Stephen Pit(1981)。Error Analysis and Interlanguage。Oxford University Press。  new window
5.宋如瑜(2008)。華語文教師的專業發展:以個案為基礎的探索。臺北市:秀威資訊科技股份有限公司。  延伸查詢new window
6.Dulay, Heidi C.、Burt, Marina K.、Krashen, Stephen D.(1982)。Language Two。Oxford University Press。  new window
7.Krashen, Stephen D.(1982)。Principles and Practice in Second Language Acquisition。Oxford:Permagon Press。  new window
8.Corder, Stephen P.(1974)。Introducing Applied Linguistics。Harmondsworth:Penguin。  new window
9.宋如瑜(2005)。實踐導向的華語文教學研究。實踐導向的華語文教學研究。臺北。  延伸查詢new window
10.宋如瑜(2006)。印尼華文教育與教學。印尼華文教育與教學。臺北。  延伸查詢new window
11.徐富美(2006)。融入對比分析與臺灣特色的印尼華語教學課程設計。印尼華文教育與教學。臺北。  延伸查詢new window
12.廖曉青(2002)。英語教學法。英語教學法。臺北。  延伸查詢new window
13.龔秀容(2006)。印尼華文教育與教學。印尼華文教育與教學。臺北。  延伸查詢new window
14.余文森、鄭金洲(2005)。新課程語文教與學。新課程語文教與學。福建。  延伸查詢new window
15.Hendrickson, J. M.(1980)。Error correction in foreign language teaching: Recent theory。Readings on English as a second language。Cambridge, Massachusetts。  new window
 
 
 
 
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