The Treatment of Error in Oral Work.
The Treatment of Error in Oral Work.
复制标题
口语作业中错误的处理。
DOI：
10.1111/j.1944-9720.1977.tb03035.x
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发表时间：
1977
影响因子：
2.7
通讯作者：
John F. Fanselow
中科院分区：
文献类型：
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作者：
John F. Fanselow
关于语言教学的讨论经常包括这样的问题：哪些类型的错误应该被处理，哪些被忽视？应该如何对待错误？为了看看教师的行为能在多大程度上帮助回答这些问题，11名教师被录制下来，向他们的班级教授同样的课程。记录内容包括言语行为和非言语行为。对磁带的分析表明，处理的错误类型和使用的处理方法非常相似。老师们似乎更关心的是错误的意思，而不是语法错误。给出正确的答案是最受欢迎的治疗方法。教师之间的行为相似性并没有提供人们所希望的那样多的对错误处理的洞察力。分析过程确实带来了一些关于可能的替代治疗的想法。建议的治疗方法是基于对比、冗余、外显反馈以及长期记忆和短期记忆之间的差异在学习中的重要性。
ABSTRACT Frequently, discussions about language teaching include the questions: Which types of errors should be treated and which ignored? How should errors be treated? To see the extent to which the behaviors of teachers could help answer these questions, eleven teachers were videotaped teaching the same lesson to their classes. Transcripts were made, containing both verbal and nonverbal behaviors. The analysis of the tapes showed that both the types of errors treated and the treatments used were quite similar. The teachers seemed less concerned with errors of grammar than with incorrect meaning. Giving the right answer was the most popular treatment. The similarity of behavior among the teachers did not provide as much insight into the treatment of errors as was hoped for. The process of analysis did lead to a number of ideas about possible alternative treatments. The treatments suggested are based on the importance in learning of contrasts, redundancy, explicit feedback, and the difference between long- and short-term memory.