首页> 外文学位 >Factors influencing oral corrective feedback provision in the Spanish foreign language classroom: Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.
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Factors influencing oral corrective feedback provision in the Spanish foreign language classroom: Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.

机译:影响西班牙语外语课堂中口头纠正反馈的因素:调查讲师的母语/非母语者的身份,SLA教育和教学经验。

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摘要

The role of interactional feedback has been a critical area of second language acquisition (SLA) research for decades and while findings suggest interactional feedback can facilitate SLA, the extent of its influence can vary depending on a number of factors, including the native language of those involved in communication. Although studies have found differences in the ways native (NS) and non-native speakers (NNSs) provide feedback, most have compared non-teaching individuals outside of the classroom the few comparing NS and NNS language instructors have been largely limited to the English as a Second Language (ESL) setting, have typically measured teaching differences indirectly via questionnaires, and focused on topics other than feedback. Two studies have begun to explore additional instructor individual difference (ID) factors, education and experience, in relation to feedback provision in ESL learning contexts (Mackey, Polio, & McDonough, 2004 Polio, Gass, & Chapin, 2006). However, to date there has been no thorough examination of instructor ID factors in relation to naturally occurring feedback in the foreign language (FL) classroom.The current study sought to amplify this minimal research by investigating three instructor ID factors .. NS/NNS status, SLA education, and years of teaching experience .. in the same study. Using quantitative and qualitative data gathered from 60 Spanish FL instructors, the study investigated (a) the amount and type of feedback instructors provide during a 50-minute lesson, (b) if they differ regarding the factors they take into account while making in-class feedback decisions, and (c) if these differences are related to the aforementioned ID factors. This dissertation also examined whether instructors' feedback beliefs correspond with their in-class provision, and whether there were belief differences relating to instructor NS/NNS status, SLA education or teaching experience.Analyses revealed that in-class feedback provision was significantly related to each of the ID factors. However despite these behavioral differences instructors did not differ in their beliefs thus, there were few significant relationships between beliefs and corresponding practices. Finally, data from 35 stimulated recall protocols shed light on the nature of these differences and how instructor ID factors influence their beliefs and in-class feedback decisions.
机译:数十年来,交互反馈一直是第二语言习得(SLA)研究的关键领域,尽管研究结果表明交互反馈可以促进SLA,但其影响程度可能取决于许多因素,包括那些母语的母语。参与交流。尽管研究发现母语人士(NS)和非母语人士(NNS)提供反馈的方式有所不同,但大多数人将课堂以外的非教学者进行了比较,很少有比较NS和NNS语言的教师被限制为英语为母语。第二语言(ESL)设置,通常通过问卷调查间接测量教学差异,并专注于反馈以外的主题。两项研究已开始探索与ESL学习情境中的反馈提供有关的其他教员个体差异(ID)因素,教育和经验(Mackey,Polio,&McDonough,2004 Polio,Gass,&Chapin,2006)。但是,迄今为止,尚未对与外语(FL)课堂中自然发生的反馈有关的教员ID因子进行彻底检查。本研究旨在通过调查三个教员ID因子来扩大这一最小的研究。NS / NNS的状况,SLA教育和多年的教学经验..这项研究使用从60名西班牙外语教学人员那里收集的定量和定性数据,调查了(a)在50分钟的课程中提供的反馈教学人员的数量和类型,(b)在考虑以下因素时他们在考虑因素方面是否有所不同:类反馈决策,以及(c)这些差异是否与上述ID因素有关。本文还研究了教师的反馈信念是否与课堂教学相符,以及与教师的NS / NNS状态,SLA教育或教学经验有关的信念差异。 ID因素。然而,尽管这些行为上的差异,教师的信念并没有不同,因此,信念与相应的实践之间几乎没有重要的关系。最后,来自35种刺激性回忆协议的数据揭示了这些差异的性质以及教员ID因素如何影响他们的信念和课堂反馈决策。

著录项

  • 作者

    Gurzynski-Weiss, Laura.;

  • 作者单位

    Georgetown University.;

  • 授予单位 Georgetown University.;
  • 学科 Language Linguistics.Education Foreign Language.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 314 p.
  • 总页数 314
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:36:51

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