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对于外语教学中的纠错行为来说,Hendrickson(1978)提出的5个经典问题(是否要纠错、什么时候纠、哪些错误要纠、谁来纠错和怎样纠错)以及谁倡议了纠错这个问题,具有指导意义。笔者认为如何纠错还取决于课程类型,语言形式类课应注重语言的标准,交际型课则应以交际意向和交际的顺利进行为主要目的。本研究对德语作为外国语课堂纠错行为进行的实证研究结果表明,该任课教师(女)在交际型课上通常忽视不影响交际目的的错误而只纠正内容错误,在语言形式类课上则立刻纠正语言错误,或倡议学生自我纠错。她的纠错行为基本符合不同课型的不同要求,这要归功于她对纠错行为的正确认识。
For the error-correcting behaviors in foreign language teaching, five classical questions (whether to correct, when to correct, which to correct, who to correct and how to correct) proposed by Hendrickson (1978) and who advocated correction It is instructive to mistake this question. The author believes that how to correct mistakes also depends on the type of course, language class should focus on language standards, communicative class should be communicative intention and communication as the main purpose. The empirical study of German as a foreign language classroom correction shows that the teacher (female) usually neglects only the errors that do not affect the purpose of communication and only correct the content errors in the communicative classes, Correct the language errors, or advocate students self-correction. Her error correction behavior basically meets the different requirements of different course types, thanks to her correct understanding of error correction behavior.