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本研究依据生态给养理论，采用质性个案研究路径，通过课堂观察、半结构访谈、刺激性回忆，对赋权增能教育模式下英语课堂教师反馈的生态给养状况进行调查，探讨15名英语学习者对教师反馈生态给养的感知、解读和行动及影响生态给养转化的因素。结果表明：（1）学习者对教师反馈的感知和解读类型多样，转化行动积极但反馈互动机会偏少；（2）教师反馈的生态给养转化受任务活动、学习者能动性和实践共同体环境等因素影响较大。研究建议，英语课堂教学应重视教师反馈的多元互动机会，促进教师反馈生态给养的积极转化，提升课堂教师反馈有效性。
Abstract：This paper conducts a qualitative case study to investigate the ecological affordances of teacher feedback in the empowered EFL classroom by using the methodology of classroom observation, semi-structured interview, and stimulated recall. Data was collected from 15 Chinese EFL college students to explore their perception, interpretation, and action of teacher feedback as well as the factors affecting the ecological affordances of teacher feedback. The results show that there is variation in students' perception and interpretation of teacher feedback, positive action in response to teacher feedback, but little opportunity for student feedback interaction, and that task activity, learner agency, and context of learning community affect the ecological affordances of teacher feedback. Finally, suggestions for improving multiple interactions provided by teacher feedback are proposed to promote the ecological affordances and effectiveness of teacher feedback.
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基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2024.04.009
中图分类号:H319
引用信息:
[1]张文忠,刘浩.赋权增能英语课堂中教师反馈的生态给养转化研究[J].中国外语,2024,21(04):4-12.DOI:10.13564/j.cnki.issn.1672-9382.2024.04.009.
基金信息:
天津市普通高等学校本科教学改革与质量建设研究计划项目“创新取向的项目型英语教学理论之转化应用研究”（编号：B231005526）; 北京外国语大学北京高校高精尖学科“外语教育学”建设项目（编号：2020SYLZDXM011）的阶段性成果