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研究生: 林秋翠
論文名稱: 從華語課堂師生觀點探討偏誤改正
Investigating Error Correction in Chinese Language Learning through the Perspectives of Teachers and Students
指導教授: 葉德明
Yeh, Teh-Ming
學位類別: 碩士
Master
系所名稱: 華語文教學系
Department of Chinese as a Second Language
論文出版年: 2009
畢業學年度: 97
語文別: 中文
論文頁數: 108
中文關鍵詞: 偏誤改正教師信念學習者信念
英文關鍵詞: Error correction, Teacher’s beliefs, Learner’s beliefs
論文種類: 學術論文
相關次數: 點閱:232下載:23
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  • 本研究主題為「從華語師生觀點探討偏誤改正」,旨在針對華語課堂師生偏誤改正觀點之異同進行全面探討。
    研究方法以質化研究法之結構化訪談為主要工具,提高師生雙方之可比較性。訪談大綱根據Hendrickson對偏誤改正所提出五個偏誤改正基本問題為基本架構。探討內容分為五個部分:一、偏誤改正的基本態度,二、改正時機,三、改正者,四、改正策略,五、教師強化。受訪對象為以華語為第二語言教學課室之師生。本研究根據訪談語料分析師生觀點背後之信念,同時也依數據統計具體呈現師生對各項問題之態度。
    研究結果發現,一、對於偏誤改正,師生均認為初級與中級程度不同,因此應有所調整,二、對於改正者,學生方面有半數學生無法接受同儕改正,教師需適度地鼓勵,三、改正時機應視課室活動類型而定,四、對於改正策略及強化技巧,師生在語音、語法、詞彙偏誤改正方面之偏好排序各有不同。
      最後本研究提出兩點建議:一、重視「偏誤改正」相關理論與訓練,二、建立「偏誤改正工具箱」概念。

    The topic of this study is “Investigating error correction in Chinese language learning through the perspectives of teachers and students,” and it aims to make a thorough exploration of the various perspectives of teachers and students of the Chinese language.
    In order to increase the comparability of student and teacher perspectives, the primary research method used is qualitative research’s structured interviews. The interviews take Hendrickson’s five fundamental questions for error correction as their basic framework. Five areas are studied: (1) fundamental attitudes regarding error correction; (2) correction timing; (3) the corrector; (4) strategies for correction; and (5) teacher reinforcement. The interview subjects are students and teachers of Chinese as a second language and the content of interviews is used to analyze teachers’ and students’ underlying beliefs regarding error correction. In addition, statistical analysis is used to map attitudes in each area.
    The results of this study find that: (1) Both teachers and students believe error correction of beginner and intermediate students should be carried out differently. (2) Regarding the corrector, 50% of students are unable to accept peer correction, and teachers should provide appropriate encouragement. (3) Correction timing should vary depending on the type of classroom activity. (4) In terms of correction strategy and reinforcement techniques, teachers and students hold different orders of preference for error correction of pronunciation, grammar and vocabulary.
    Finally, two suggestions are made: Firstly, theory and training on error correction should receive sufficient attention. Secondly, the concept of an “error correction toolbox” should be established, providing teachers with an array of strategies to serve the needs of different situations.

    目錄iii 表目錄v 圖目錄vii 第一章 緒論1 第一節 研究動機1 第二節 研究背景2 第三節 研究目的2 第四節 名詞釋義2 第五節 研究範圍與重要性4 第二章 文獻探討6   第一節 改正與否6 一、改正標準6 二、改正之意義與疑慮6 三、教學法與偏誤改正8 四、偏誤改正之階段10 第二節 改正時機11 第三節 改正者12 一、自我改正13 二、同儕改正13     三、教師改正14 第四節 改正策略14 一、計畫性改正14 二、隨機改正15 第五節 教師強化19 第六節 華語課堂相關研究20 一、姚道中(2005)20 二、陳宜秀(200521 三、敖群、黃偉嘉(2006)22 四、黃雅秋(2008)22 第三章 研究方法24 第一節 研究方法的選擇24 一、探索性訪談25 二、標準化訪談27   第二節 研究歷程31 第三節 研究工具31 第四節 研究對象33 一、第一階段研究對象之選取33 二、第二階段研究對象之選取33 第五節 資料處理與分析35 一、資料處理35 二、資料分析35 第六節 本研究信度、效度與研究倫理36 一、本研究之信度與效度36 二、 研究倫理36 第四章 研究發現37 第一節 偏誤改正之基本態度37 第二節 改正時機與課堂活動46 第三節 改正者的選擇56 第四節 改正策略的選擇61 第五節 教師強化的選擇84 第五章 結論96 第一節 研究結果96 第二節 師資培訓建議99 第三節 研究限制與未來建議方向100 參考書目101 附錄106

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