英语课堂话语中的教师反馈 英语课堂话语中的教师反馈

内容提要 1. 什么是教师反馈？ 2. 为什么要反馈？ 3. 如何反馈？ 4. 八种委婉的纠错方式 5. 反馈中的委婉语

1. 什么是教师反馈？ 反馈容易和评价混为一谈，也容易和纠 错互为一谈； 纠错是指纠正语言错误 反馈的定义更宽泛，不仅包含纠错，还 包含评价、确认、追问、引导等话语行 为。

2. 为什么要反馈？ 反馈可以将学生朝教学目标引导 积极反馈可以起到激励学生的作用， 为学生提供可理解的输入 教师反馈可以促进意义协商。促进学生 提供更充分、更准确的语言输出。

3. 如何反馈？ 反馈应该和教学目标结合起来 ①形式准确目标 ②内容流畅目标 ③材料理解目标

3.1 形式准确目标 教师目标是让学生产出预设的一连串语 言形式。有时候即使学生回答正确，语 法无误，但如果达不到教师预设的目标， 也有纠正的必要。

纠错方式 教师指错、学生纠正 教师指错，教师纠正 学生指错，教师纠正 学生指错、学生纠正

1 T: right, the cup is on top of the box. ((T moves cup)) 2 now, where is the cup? 3 L: in the box. 4 T: the cup is (.)? 5 L: in the box. 6 T: the cup is in (.)? 7 L: the cup is in the box. 8 T: right, very good, the cup is in the box. (Johnson, 1995, p. 10)

1 T: after they have put up their tent, what did the boys do? 2 L: they cooking food. 3 T: no, not they cooking food, pay attention. 4 L: they cook their meal. 5 T: right, they cook their meal over an open fire. (Tsui, 1995, p. 52)

1 L1: they are watch televi — television 2 T: okay now. yesterday at eight o ’ clock (.) they (.) 3 L1: they ar[e they watche[ s watched[ they were 4 T: [they — [they::: [they ( ) 5 L1: (.) watching (van Lier, 1988a, p. 197)

1 L: it bug me to have 2 T: it bugs me. it (bugzz) me 3 L: it bugs me when my brother takes my bicycle. (Lightbown & Spada, 1993, p. 76)

1 L1: er, they ’ re in the umbrella shop because, er, they want 2 T: what do the others think? is what Mary says correct? Roger, you ’ re shaking your head. do you understand? you ’ re shaking your head shaking your head ． how do you say it? why are they in the umbrella shop? 3 L2: er, because they want to buy an umbrella ． (Ellis, 1992, p. 115)

3.2 内容流畅目标 注重个人意义的表达 不纠正语言形式错误，主要为澄清要求 和确认核实

3.3 材料理解目标 目标为理解阅读或听力材料材料. 案例 1 ： 理解听力材料

1 T ： What are Anna and the boy talking about? Ok. Have a try? 2 (2.0) 3 L ： They are talking about the prediction of the future. 4 T ：（ hh ） They are talking about the predictions. 5 What kind of predictions? The prediction about: 6 (2.0) 7 Actually, the girl got the answer. It is about the predictions. Then, what's the prediction about?

8 T:Prediction just means something in the future. Yes. So predictions? 9 （ 2.0 ） 10 T: Oh, never mind. Later we can discuss what ‘ s the prediction about. This time (xxx) please. 11 What about Anna's predictions. You'd better use there will be: Ok, you try. …

12 T ： And all of these are predictions of the (.) en: 13 Ls: environment 14 T ： Environment, You got it this time. (my own data ）

案例 2 理解阅读材料 Time, you Old Gypsy man TIME, you old gypsy man, Will you not stay, Put up your caravan Just for one day?

01 T: Okay (.) now then (.) has anyone anything to say (.) what d ’ you think this poem ’ s all about? 02 (2.9) 03 T: Miss O ’ Neil? 04 L: The uh:m gypsyman they want him to stay one more day longer.

05 T: The gypsyman they want him to stay one day longer,(.) Don ’ t be afraid of making a mistake, if you ’ ve got any thoughts you put your hand up.=No-one ’ s gonna laugh at ya.=I shall be very grateful for anything you have to say. Miss O ’ Neil said it ’ s a poem about a gypsyman (.) and somebody wants him to stay. (0.3) Any other ideas.=She ’ s not right. 06 (3.1)

07 T: That ’ s the answer I expected but she ’ s not right. 08 (0.9) 09 T: Kate my love what are your thoughts? 10 (4.3) 11 Mister Williams? 12 (2.5)

13 T: Don ’ t be frightened don ’ t be frightened. This is a-not an easy poem. (1.3) Miss Cotrell my dear, 14 L: They want him to com:e (1.0) just come anyway they want him to come and stay [with them. 15 T: [Uhr who- they want who to come? 16 L: The gypsy. 17 T: The gypsy. You say (.) we are talking about a gypsyman. 18 (1.1)

19 T: You are aren ’ t you? 20 L: ((nods)) 21 T: Well we ’ re not. (1.1) We are not talking about a gypsy living in a caravan, (.) Not really. They- the- the word gypsyman is there and the caravan etcetera etcetera etcetera. (.) But (.) ehr this is not really what the poem is all about (Six lines Omitted)...

22 T: Mister Roberts. 23 L: Could it be some kind of- pickpocket or something-always on the move so he doesn ’ t get caugh[t 24 T: [No:: it is not a pickpocket pocket- on the move. (.) Mister Amos?

25 L: Is it about a bird that flies around. 26 T: About a:? 27 L: A bird that flies [around 28 T: [A bird flying around.=No, （ Heritage & Clayman, 2010: ）

4. 八种委婉的纠错方式 1. 指出错误，暗示学生有纠错的必要

L: they runs they runs quickly. T: once more. L: they run quickly. T: yes, that ’ s better. (Tsui, 1995, p. 42; see also Johnson, 1995, p. 19; Riley, 1985, p. 54)

2. 重复学生话语中错误之前的那个单词或 短语，或单词的一部分，

L: please call me at around 11 pm, at that time, I will be still alive. T: You will still? L: Awake. Haha, I am sorry. T: I know you will still be alive, heh. (my own data)

S ： In fifty years, people will have more few time T ： Free. S ： Free time because there will be few- uh, more- eh, fewer things to do. T ： More or fewer? S ： Fewer T ： Oh, please read the sentence again. (my own data)

3. 重复先前的问题。 1 T: what is a suffix? 2 L: beautiful? 3 T: this is something we forget all the time. what is a suffix? (Wong-Fillmore, 1985, p. 47; see also Prabhu, 1987, p. 123)

4. 用升调重复学生错误的回答。 L1: er and I: I am very good person, and [((laughs)) ] and give she another one. LL: [((laugh)) ] T: give she? L1: (.) give her another one. (British Council, 1985, vol. 2, p. 68)

5. 给出正确的语言形式。 L: because she can ’ t T: because she counted (.) L: because she counted the wrong number of tourists. (Tsui, 1995, p. 48; see also Lightbown & Spada, 1993, p. 76)

6. 不挑明学生的错误，但解释其错误的原因。 1 T: fine, right. the doctor ’ s office. What do we call a doctor ’ s office in English? go on, go on, Louisa fine, say it. 2 L: consult — consultation. 3 T: it ’ s a consultation that they are going to give, it ’ s a very good try, a good try. we call it a surgery, a surgery. (Malamah-Thomas, 1987, p. 64; See also Lightbown & Spada, 1993, p. 98)

7. 接受错误形式，然后提供正确形式。 1 L: is your mother play piano? 2 T: is your mother play piano? ’ OK. well you can say ‘ is your mother 3 play piano? ’ or ‘ is your mother a piano player? ’ 4 L: ’ is your mother a piano player? ’ (Lightbown & Spada, 1993, p. 93; see also Long, 1983, p. 12; J. Willis, 1987, p. 154)

8. 邀请其他学生纠错. L: don ’ t losing weight. T: OK. ((to the others)) can you help him? (.) not don ’ t. don ’ t say don ’ t. use the gerund. OK. so. (Banbrook & Skehan, 1989, p. 142; see also Ellis, 1992, p. 115)

5. 反馈中的委婉语 maybe, well, I can accept your answer, but anybody else? a good try that ’ s close, but any others?

谢谢聆听