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如何把握英语课堂口语纠错的时机
所有学生在学习语言的不同阶段都会犯错误。在教学中,我发现学生在与同学或老师交流时会出现许多错误,有时他们说出来的话难于理解,直接导致交际失败。学生的口语错误既有语音、语法层面的,也有语用层面的。有的错误是受到母语迁移的影响,有的错误是源于语言学习的认知过程。许多时候,我想即时纠正学生在口语表达中所犯的错误,但又怕打击他们口语交流的积极性、伤害他们的自尊、影响他们表达的流利性。但是如果听之任之、不即时纠正,又怕学生不断地加深错误,形成习惯。因此,本学期中,我将学生在课堂上的口语错误进行分类,并分析其原因,以便较好地选择和把握纠错的时机。
一、口语错误的类型
1、失误与错误。学生在与人交流时由于记不清、紧张或疲劳造成的语言运用错误属于无规律的“失误”,事后学生有能力识别和自己纠正这类错误。而“错误”是学生在某一阶段的语言能力,他们没有能力自行纠正,这是有规律的。我班学生在口语表达时既有“失误”这样的小错,也有“错误”这样的大错。
例如:在学习将来时态时,我请学生用英语描述朋友一周的计划时,他们就出现了这两类错误。(①表示失误,②表示错误。)
T: Who is your best friend ?
S1: My best friend is Sarah.
T: What will she do next week?
S1: Next Monday, he (she①) will play basketball. On Tuesday, she have (will have①) a (an①) English class. On Wednesday, she will clean she’s (her②) room. On Thursday, she go shopping (will go shopping①) . On Friday, she will go home. On Saturday, she will do she’s (her②) homework. On Sunday, she make (will make①) hamburger (hamburgers①).
2、全局性错误与局部性错误
全局性错误是指影响了整个句子结构,导致句子或话语意思难于理解,以致影响交际进行的错误。而局部性错误指的是只对句子的单个成分产生影响的小错误,基本不影响对全句意思的理解。
例如:我们在学习描述人物及事物的特征时,学生犯有全局性的错误。
Betty: My mother last year give me buy a big very nice pet dog my birthday.
(Last year, on my birthday, my mother bought me a very nice and big pet dog. )
而在日常交际中,学生犯的局部性错误也较多。
例如:
I very like today’s weather.
He favorite food is hot dog.
Sally have a new computer.
I and father go to Tian Fu Square yesterday.
My sister don’t like black . He like red.
3、显性错误与隐性错误
显性错误是指语法结构上的错误;而隐性错误是指语法结构正确但在语境中不适宜的错误,这类错误会直接影响交际的正常进行。
例如:在我们学习谈论运动会一课时,学生就犯有这两类错误。(①表示显性错误,②表示隐性错误。)
T: Do you like sports ?
S1: Yes.
T: Which sport do you like?
S1: I like play (playing①) basketball.
T: When do you often play basketball?
S1: I play basketball at school. ( I play basketball in the afternoon or…②)
T: Whom do you often play basketball with?
S1: I play with he (him①).
T: Where do you often play?
S1: No. ( I often play at school or…②)
T: You didn’t play basketball yesterday.
S1: Yes (No ②). Because my basketball is (was①) at home.
二、纠错时机的选择
我在教学中,通过分析学生出错的类型及原因,并结合当堂教学活动的内容及目的,比较有效地运用了“即时纠错”与“延时纠错”的策略。具体做法如下:
1、即时纠错
(1) 在进行语音、单词教学和句型操练时,要强调语言的准确性,我对学生所犯的很小的错误也即时纠正。如:
语音类:waiting S1: witing T: No. weiting
单词类:read books S1: look books T: No. Read books
句型类:There is a bird in the case. S1: There have a bird in the case. T: No. There is a bird in the case.
(2) 在交流时,对于学生所犯的规律性的错误,我选择即时纠错。
例如:S1:She will clean she’s room. T: No. She will clean her room.
(3) 在交流过程中,我对学生所犯的全局性的错误采取即时纠错,以帮助其继续后面的谈话内容,保持语义的完整。
例如:Betty: My mother last year give me buy a big very nice pet dog my birthday. …
T:No. (Last year, on my birthday,my mother bought me a very nice and big pet dog. ) …
(4) 对于学生在交流中出现的隐性错误,我也选择即时纠错。
例如:
T: When do you often play basketball?
S1: I play basketball at school.
T: No. When? Not where?
S1: I often play basketball in the afternoon.
T: Where do you often play?
S1: No.
T: Sorry. Where means a place, at home, at school or …You may say, I play basketball at…
S1: Oh, I often play basketball at school.
2、延时纠错
(1)在语言的运用练习,比如一般性的陈述、复述故事内容、口头作文等过程中,为了保持语言的流畅性和信息的传达,即使学生出现语言错误,我也不会立即打断交际,而是选择延时纠错。
例如:
S1: Next Monday, he (she) will play basketball. On Tuesday, she have (will have) a (an) English class. On Wednesday, she will clean she’s (her) room. On Thursday, she go shopping (will go shopping) . On Friday, she will go home. On Saturday, she will do she’s (her) homework. On Sunday, she make (will make) hamburger (hamburgers).
(2)对于学生在交流过程中由于粗心或紧张所犯的口误,我不会立即去打断他的说话,而是延时纠错,或让其自行纠错。
例如:
My best friend is Sarah. He (She) will play basketball.
Sally have (has) a new computer.
(3) 对于学生在交流中所犯的局部性的、显性的错误,我也选择延时纠错。
例如:
I very like today’s weather. ( I like today’s weather very much.)
I like play basketball. (I like playing basketball very much.)
Because my basketball is at home. ( Because my balket ball was at home.)
总之,“怕错”是学生学习英语时心理上的主要障碍之一。年龄越大,怕错的心理越明显。对于学生说英语出现的错误,我改变了以前的“每错必纠”,和横加指责,而是仔细地分析错误、因势利导,选择较为恰当的时机纠错,调动了学生在课堂上说英语的积极性。
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