英语课堂纠错技巧ppt课件
相关主题
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语课堂口语纠错技巧
一、错误类型及其成因 二、纠错的原则 三、纠错技巧 四、纠错案例评析
1
一、错误类型及其成因
• 1、语际错误 母语迁移导致的错误。
The problem will discuss tomorrow”
分析：汉语中常用主动句型表示被动含义 而英语中必须体现被动语态。
2
• 2语内错误 一个目的语项目对另一个项
3纠错方式
自我纠正（Self-correction）、 同学纠正（Peer-correction） 教师纠正（Teacher-correction）
6
• S1: What time do she usually do his homework? You confused his and her.
• S2: And you confused do and does here, too.
目产生影响，从而发生错误，它是目的语 错误或不完整学习的结果
例: He is coming. He comes.
生成错误： He is comes.
3
3、诱导错误（Induced errors）
教师讲授或学生练习不当造成的语言错误，主要表现 为教学诱导错误
例如，I am a teacher I am having an English class.
7
T: What did you have for breakfast this morning? S: I have a bottle of milk, an egg and two cakes. T: Oh. You should say“I had a bottle of milk…”Read after me,
9
5、重复法（Repetition） 教师发现学生的语言错误后，可以要求学生重新回答， 并使用Once more. / Pardon? / Repeat please.等对学 生加以引导。如：
• S: I made my birthday cake last night when I was in bed.
三、纠错技巧
1. 直接纠错法（Explicit correction） 直接纠错是指学习者出现错误时，教师打断其语言训练或实践活 动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正）
课堂用语通常有：You should say… / No, you shouldn't say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say…in English. We say…等。
• T: Er? Who made your birthday cake? Once more.
• S: My mother. • T: Oh, your mother. And then repeat it please. • S: My mother made my birthday cake last night
教师通过以下方式启发学生纠正错误：
T: Now, look at this picture. What’s in it? S1: Three basket of apples. T: Three basket of apples? Is he right?（用目光或手势示意全班学生回答）
OK. Please correct it. SS: Three baskets of apples. T: Yes. Good. Well done. OK（转向犯错的学生）, do you understand?
There are long trees on each side of my street.
5பைடு நூலகம்
2、区别对待系统性差错与语误 系统性差错是指学习者尚未掌握或尚未完全掌握目的语的
体系而出现的错误，也被称作语言能力错误。
• The girl dreamed to become a famous singer .
when I was in bed.
达）
8
3. 强调法（Pinpointing）
教师重复学生的话，有意重读和拖长出错部分的发音或用升调以 表示特别强调。
S: I am going in Beijing. T: I am going IN (?) Beijing? S: I am going to Beijing.
4. 启发法（Elicitation）
I am get up at six in the morning.”
4、交际错误
，
语法结构和用词上都没有问题，但在语境中显得很不恰当
在交际场合让人难以接受
“Are you married?” 或“How much do you earn every year?”
4
二、纠错的原则
• 1、区别对待全局性差错与局部性差错
please. S: Oh, sorry. I had a bottle of milk, an egg and two cakes.
2. 重述法（Recasts） 重述是指教师对学生语言表达中的错误进行含蓄纠正。
• S: I think that the worm will go under the soil.（第一次表达） • T: I think that the worm will go under the soil? • S: …（没有回答） • T: I thought that the worm would go under the soil.（重述） • S: I thought that the worm would go under the soil.（第二次表
全局性错误指使用句子结构主要成分中出现的错误，导致句子 或话语难以理解或无法理解
I like take taxi but my friend said so not that we should be late for school.
语序颠倒、错用或漏用连接词、句法过度概括 局部性差错是指句子结构成分运用中出现的错误，但没有造成理 解问题
一、错误类型及其成因 二、纠错的原则 三、纠错技巧 四、纠错案例评析
1
一、错误类型及其成因
• 1、语际错误 母语迁移导致的错误。
The problem will discuss tomorrow”
分析：汉语中常用主动句型表示被动含义 而英语中必须体现被动语态。
2
• 2语内错误 一个目的语项目对另一个项
3纠错方式
自我纠正（Self-correction）、 同学纠正（Peer-correction） 教师纠正（Teacher-correction）
6
• S1: What time do she usually do his homework? You confused his and her.
• S2: And you confused do and does here, too.
目产生影响，从而发生错误，它是目的语 错误或不完整学习的结果
例: He is coming. He comes.
生成错误： He is comes.
3
3、诱导错误（Induced errors）
教师讲授或学生练习不当造成的语言错误，主要表现 为教学诱导错误
例如，I am a teacher I am having an English class.
7
T: What did you have for breakfast this morning? S: I have a bottle of milk, an egg and two cakes. T: Oh. You should say“I had a bottle of milk…”Read after me,
9
5、重复法（Repetition） 教师发现学生的语言错误后，可以要求学生重新回答， 并使用Once more. / Pardon? / Repeat please.等对学 生加以引导。如：
• S: I made my birthday cake last night when I was in bed.
三、纠错技巧
1. 直接纠错法（Explicit correction） 直接纠错是指学习者出现错误时，教师打断其语言训练或实践活 动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正）
课堂用语通常有：You should say… / No, you shouldn't say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say…in English. We say…等。
• T: Er? Who made your birthday cake? Once more.
• S: My mother. • T: Oh, your mother. And then repeat it please. • S: My mother made my birthday cake last night
教师通过以下方式启发学生纠正错误：
T: Now, look at this picture. What’s in it? S1: Three basket of apples. T: Three basket of apples? Is he right?（用目光或手势示意全班学生回答）
OK. Please correct it. SS: Three baskets of apples. T: Yes. Good. Well done. OK（转向犯错的学生）, do you understand?
There are long trees on each side of my street.
5பைடு நூலகம்
2、区别对待系统性差错与语误 系统性差错是指学习者尚未掌握或尚未完全掌握目的语的
体系而出现的错误，也被称作语言能力错误。
• The girl dreamed to become a famous singer .
when I was in bed.
达）
8
3. 强调法（Pinpointing）
教师重复学生的话，有意重读和拖长出错部分的发音或用升调以 表示特别强调。
S: I am going in Beijing. T: I am going IN (?) Beijing? S: I am going to Beijing.
4. 启发法（Elicitation）
I am get up at six in the morning.”
4、交际错误
，
语法结构和用词上都没有问题，但在语境中显得很不恰当
在交际场合让人难以接受
“Are you married?” 或“How much do you earn every year?”
4
二、纠错的原则
• 1、区别对待全局性差错与局部性差错
please. S: Oh, sorry. I had a bottle of milk, an egg and two cakes.
2. 重述法（Recasts） 重述是指教师对学生语言表达中的错误进行含蓄纠正。
• S: I think that the worm will go under the soil.（第一次表达） • T: I think that the worm will go under the soil? • S: …（没有回答） • T: I thought that the worm would go under the soil.（重述） • S: I thought that the worm would go under the soil.（第二次表
全局性错误指使用句子结构主要成分中出现的错误，导致句子 或话语难以理解或无法理解
I like take taxi but my friend said so not that we should be late for school.
语序颠倒、错用或漏用连接词、句法过度概括 局部性差错是指句子结构成分运用中出现的错误，但没有造成理 解问题