初級華語課室教師糾正回饋的實踐研究

Teachers' Practices of Corrective Feedback in Beginner L2 Chinese Classrooms

本論文調查臺灣初級華語課室教師口頭糾正回饋的實踐，探究主要的互動回饋類別，包含重鑄、提示、明確提示等在教學過程中的實踐及其效用。實證的語料來自於三位華語教師的糾正回饋，以及來自13個國家32位二語學習者的回應，經由歸類量化及質性分析，從1,456個糾正回饋的實例中發現，華語教師最常在初級華語課室使用重鑄進行回饋，明確糾錯回饋則最少使用；發音錯誤最常以重鑄及提示回饋處理。短期的明確糾錯回饋雖然可提高學習者聲調方面的準確度，卻可能造成學習者沒有機會進行自我修正。研究結果顯示，華語教師的糾正回饋呈現動態且以學習者為中心，促進學習者在初級華語課室進行互惠溝通。華語教師糾正回饋的實踐，受到教師個人的洞察力與看法、有限的課堂時間框架、以及學習者的回應而有所差異或進行調整。本文建議納入華語教師端的情況，有助於具體了解糾正回饋的本質與類別，以及初級華語課室的教學過程。

This study investigates teachers' oral corrective feedback (CF) practices in beginner L2 Chinese classrooms in Taiwan. Data from three L2 Chinese teachers' corrective feedback and the responses of 32 learners from 13 countries were collected, and quantitatively and qualitatively analyzed. Results from 1,456 instances of corrective feedback indicate that recasts were the most frequently exerted CF type and explicit CF occurred least among the interactional feedback in beginner L2 Chinese classrooms; moreover, pronunciation errors more frequently received recasts and prompts. Short-term explicit CF was utilized to enhance the learners' tonal accuracy, but learners might have no chance to modify their output. Findings suggest teachers' CF provision was dynamic and student-centered with learner participation to foster reciprocal communication in beginner L2 Chinese classrooms. The practices of recasts, explicit CF, and prompts vary depending on teachers' perceptions, limited timeframe, and learners' responses. The inclusion of teachers' orientations contributes to understanding the nature of corrective feedback and teaching processes in beginner L2 Chinese classrooms.