课堂言语互动中的会话修正分析

运用会话修正理论对大学英语课堂言语互动中的协商、提问、反馈中的会话修正类型、修正方式、修正的数量和比例及其对学生口语输出的影响进行定性和定量分析,发现:从修正的类型来看,语言形式修正最多,内容修正和意义修正相对缺乏;言语互动的发生率不高且互动中的修正大多由教师而不是学生发起;自我启动自我修正、他人启动自我修正方式有助于学生产生更多的修正后的可理解性输出。

Study of Conversational Repair in Classroom Conversational Interaction

Guided by existing theories of conversational repair,this paper attempts to study the characteristics of conversational repair in classroom interaction,which includes three micro-aspects negotiation,questioning and feedback.A combination of qualitative and quantitative methods is used to investigate the conversational repair patterns,methods,quantities and percentage as well as the effects on students' language output.The study reveals the following findings: first,the percentage of language repair is higher than that of both content repair and meaning repair;second,there is a low percentage of conversational interaction between teachers and students,and most conversational repairs are initiated by teachers instead of students;third,self-initiated self-repair and other-initiated self-repair are the most effective methods stimulate more language output of the students.In the light of these findings,some suggestions on how to improve the English classroom conversational interaction and the students' language proficiency are also put in the paper.