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隐性反馈包括提示型反馈和重述型反馈两种类型。实验发现提示型反馈在中国学生英语拒绝能力习得中发挥着积极的推动作用,而重述型反馈在这一过程中的作用不太明显,因此英语教师在语用教学中应较多地使用提示型反馈。
Abstract：This study adopted a pretest-feedback-posttest-delayed-posttest design in which the prompt group,the recast group and the control group were measured by means of a written DCT questionnaire and oral Role-Play activities.The posttest results showed that prompts facilitated Chinese learners of English in acquiring refusal strategies whereas recasts were not so beneficial as them.The delayed posttest confirmed the significant effects of prompts in L2 pragmatic development and the limited role of recasts.These findings,along with Lyster's conclusion on implicit feedback,may suggest that English teachers should use more prompts instead of recasts while teaching pragmatic strategies like refusals.
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基本信息:
中图分类号:H319.3
引用信息:
[1]赵永彬,张冬钦.隐性反馈在英语拒绝习得中的作用[J].石家庄学院学报,2008,No.48(02):68-72.
基金信息:
2006年河北省教育厅高校英语教学改革项目(b-15)
2008-03-20
2008-03-20