不同类型负反馈对中介语认知发展的效果研究

The effects of different types of negative feedback on learners' interlanguage cognitive development

近年来二语课堂教学中，教师越来越意识到不同类型的反馈语对学生的认知发展有很大的影响。但由于缺乏反馈的实证性研究，且相关研究的结果不一致，一线教师无法从这些研究中获得相应的指导原则。本文结合课堂日记和课堂观察的录音探究了不同类型课堂反馈对学生中介语认知发展的影响。结果发现，负反馈更有助于学生中介语的认知发展。其中，启发式和元语言反馈的修正性效果最好；重复性反馈、重铸和外显性负反馈的效果并不理想。研究结果表明，教师直接提供的修正性反馈对学生中介语认知发展的作用不明显。研究还揭示了影响教师选择反馈方式的因素和学生对教师反馈的不同感知。

Feedback has been a hot issue in recent L2 classroom research. However， due to insufficient empirical studies and varied research findings， L2 educators find it hard to reach a consensus on what feedback teachers should provide. By means of experimental research， this study aims to shed some light on the types of feedback that can most benefit students' interlanguage cognitive development， in the hope of providing teachers with feedback-giving principles. The results indicate that implicit negative feedback， especially metalinguistic feedback and elicitation， has better corrective effect than recast， repetition and explicit negative feedback. The results suggest that direct corrective feedback is not as facilitative as conceived of. The study also attempts to disclose the factors influencing teacher's choice of feedback type and students' perception of feedback.