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该文主要研究军校英语口语课堂教师纠错性反馈的使用及其引起学生接纳和修正的有效性。本文选取3个专业的普通班学生以及2名教师为研究对象。研究发现:1)无论任何类型的语言错误,教师都偏向用重述进行纠错;2)虽然重述是使用最频繁的纠错类型,其学生接纳率远低于形式协商和明确纠错;3)教师重述可以引起更有效的语音错误修正,语法错误用形式协商纠正较为有效,明确纠错对于词汇错误最为有效。
This paper mainly studies the use of corrective feedback from military oral English teachers and its effectiveness in accepting and correcting students. This article selects three professional ordinary students and two teachers as the research object. The study found that: 1) teachers are inclined to use error correction, no matter what kind of linguistic errors; 2) although the restatement is the most frequently used type of error correction, its acceptance rate is much lower than formal negotiation and clear error correction; 3) Teacher restatement can lead to more effective speech error correction, grammatical error is more effective in the form of consultation and correction, clear error correction is the most effective for vocabulary errors.