不同目的语学习者关于语法教学及纠错的观念调查研究

A study of the learner beliefs about grammar instruction and error correction among different foreign language major students

语法教学及纠错是否有效一直是一个备受争议的问题。当前针对语法教学的研究主要以教学方法及其效果为主，对学习者观念这一个体因素的研究不足。为考查不同目的语背景下语法教学及纠错的学习者观念与学习者语法学习的需求，本研究采用Loewen 等（2009）设计的量表，对来自4 所大学7 个语言专业的246 名学生作了学习者观念调查。对所得数据作因子分析，发现4 个构成多语种学习者观念的因子；对这些因子作判别分析，发现2 个对学习者观念归属具备判别性的函数。研究同时采用定性分析考查学习者对语法教学的态度及需求。结果发现，不同目的语背景下关于“语法教学及纠错”的学习者观念存在显著差别，语法学习存在多元需求。学习者关于语法教学及纠错的观念与需求对我们的日常教学工作具有积极的启发意义。

The role of grammar instruction and error correction has been a debate among researchers for a long time. However, most current research in grammar instruction focuses on the teaching strategies and their effect, while less attention is paid to learners' beliefs and needs. The present study aims to conduct an exploratory study on the learner beliefs and needs of different foreign language major students. A questionnaire was administered among 246 students of seven foreign language majors from four universities in Kunming. The factor analysis based on the collected data found four factors related to learner beliefs. A further discriminant analysis was conducted to differentiate different language major students' beliefs. Together with the findings of a qualitative analysis of four openended questions in the questionnaire, the study found that learner beliefs of the participants were varied and the needs for grammar instruction were diversified. The learner beliefs about grammar instruction and error correction are instructive to our daily teaching practices.