外语教学与研究

寓教于“行”:二语教师在修正性反馈中的非言语行为

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  • 湘潭大学,湘潭市,411105
王伟清,湘潭大学外国语学院副教授、博士。主要研究方向为二语习得和聚焦语言形式教学。电子邮箱:wangweiq@xtu.edu.cn;唐伟玲,湘潭大学外国语学院研究生。主要研究方向为应用语言学。电子邮箱:984213296@qq.com

网络出版日期: 2020-07-25

基金资助

*本文受湖南省教育厅项目“英语教师在三种互动教学模式下的非言语行为研究”(编号11C1245)的支持。

Teaching in “Action”: Second Language Teachers’ Nonverbal Behavior in Corrective Feedback

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Online published: 2020-07-25

摘要

在二语课堂中,非言语行为普遍存在。本研究以课堂观察和刺激性回忆采访为研究工具,探讨了二语教师在给学生修正性反馈时产生的非言语行为及其对学生接纳行为的影响。结果表明,在507个语段中,60.2%含有教师的各种手势、头部动作、面部表情、多部位肢体动作以及混合型非言语行为等,其中出现频率最高的是混合型非言语行为,其次是头部动作和指示型手势。语段分析表明,当教师反馈中含有非言语行为时,学生会产生更多的接纳行为。学生的刺激性回忆进一步揭示,教师非言语行为有助于学生对修正性反馈的理解。

本文引用格式

王伟清, 唐伟玲 . 寓教于“行”:二语教师在修正性反馈中的非言语行为[J]. 当代外语研究, 2015 , 15(01) : 39 -45 . DOI: 10.3969/j.issn.1674-8921.2015.01.007

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