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A Study on Self-repair in High School Students’ Spoken English

Author: XuYingYing
Tutor: WangXiuQing
School: Qufu Normal University
Course: Subject Teaching
Keywords: Self-correcting Language proficiency Spoken English English Teaching
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 106
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Abstract

English is an important communication tool in today's world. International exchanges become more closely, foreign language, especially English language requirements and continuously improve, people are eager to improve the level of spoken English and be able to exchange information with the English direct communication with the outside world, as well as engaged in trade negotiations. Therefore, how to effectively improve learners' speaking ability has become concerned about the English teaching profession and research has for a long time but has not yet been an effective solution to the problem. EASchegloff (1977) was the first to propose the concept of \Subsequent self-correcting gradually become an important topic in the study of discourse. In recent decades, the self-correction strategy study to become a hot second language acquisition research. Self-correction is a common phenomenon in the spoken language, one of the main features of the spoken language. Self-correcting allow us to better understand the nature of the spoken language. Many researchers believe that self-correction is an important tool to produce intelligible speech production, is an important symbol to reflect the language learning situation. Foreign self-correction research has made considerable progress, but the domestic research on the subject is still not interested until recent years, only some domestic scholars began to self-correction. However, their study has some shortcomings, empirical research is relatively small, relatively small range, the object of study is limited to college students, and many studies have ignored the psychological mechanisms that generate self-correcting, and did not consider the implicit correction. In short, the universality and importance of self-correction determines it is necessary to conduct a comprehensive study. As research subjects on the basis of the existing self-correction theory, the choice of the high school English learners correction strategy awareness survey they allowed to repeat the story and classroom observation to study the characteristics of self-correction of the high school students spoken The high and low level of use of the differences in the self-correcting, and the amendments to the content. The conclusions of this paper are: First, the high school students there are self-correcting behavior, and the higher the frequency of self-correcting, which language error correction was relatively small share of the highest proportion of different information correction and appropriate correction share. Secondly, the different levels of language students there are differences in the sense of self-correction strategy and direct impact on the behavior of self-correcting, and this difference is reflected in the frequency of use of the strategy of self-correction, amendments to the content and structure of. In view of these conclusions, the authors suggest that attention should be paid to teaching students' oral self-correcting phenomenon, given four English teachers enlightenment.

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