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在二语课堂中,非言语行为普遍存在。本研究以课堂观察和刺激性回忆采访为研究工具,探讨了二语教师在给学生修正性反馈时产生的非言语行为及其对学生接纳行为的影响。结果表明,在507个语段中,60.2%含有教师的各种手势、头部动作、面部表情、多部位肢体动作以及混合型非言语行为等,其中出现频率最高的是混合型非言语行为,其次是头部动作和指示型手势。语段分析表明,当教师反馈中含有非言语行为时,学生会产生更多的接纳行为。学生的刺激性回忆进一步揭示,教师非言语行为有助于学生对修正性反馈的理解。
In second language classes, nonverbal behaviors are prevalent. In this study, classroom observation and stimulating memory interview were used as research tools to explore the nonverbal behaviors that second-language teachers produce when they give corrective feedback to students and their impact on students’ admission behavior. The results show that 60.2% of the 507 segments contain teachers’ gestures, head movements, facial expressions, multi-limb movements and mixed non-verbal behaviors. Among them, the highest frequency is mixed nonverbal behavior, Followed by the head movements and instructional gestures. Paragraph analysis shows that when teachers’ feedback contains nonverbal behaviors, students will have more admission behaviors. Students ’irritating memories further reveal that teachers’ nonverbal behaviors can help students understand corrective feedback.