| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，俄语论文范文，内容请直接查看目录。） 在进修第二外语的进程中，各类说话毛病是不克不及被防止的，针对这些毛病，不克不及不论掉臂，任其随便成长。假如这些毛病长时光不克不及获得改正，这些毛病就会被进修者看成是准确的说话输出，最初招致说话僵化，偏离正常的进修轨迹。然则Krashen和Terrel（1983）的天然教授教养轨则以为在说话成长的进程中，任何一个阶段教员都不该该将一切精神都倾泻在改正先生的毛病上，要让进修者经由过程可懂得输出的措施或许天然沟通的措施进修说话。急于寻求语音、语法的准确性是完整没有需要的，最重要是给先生发明一个好的进修情况，不会经常为本身的毛病而重要担忧，以此来下降进修者的焦炙水平，让先生更有自负，如许能力更顺遂的完成进修义务。Krashen以为焦炙对外语进修进程有着异常主要的作用，是非常主要的情绪身分。焦炙水平越高的进修者，取得常识的支出就越少，天然就晦气于外语学成成就的进步；相反，就轻易取得更多的输出。笔者以为上述研究者的不雅点在看待外语进修焦炙和说话毛病的同时都只着重了一个方面，其其实说话教授教养中，既要避免说话僵化，又要下降进修者的焦炙，要两手抓，两手都要硬。本论文将商量年夜学本科俄语教室先生进修焦炙与教员教室纠错措施之间的关系。研究分为定量研究和定性研究两部门。定量研究部门经由过程问卷查询拜访的情势查询拜访了先生的外语进修焦炙状态，俄语论文，外语进修焦炙与外语进修成就之间的关系，外语进修焦炙与对纠错反应立场之间的关系。问卷查询拜访的成果被输出到中文版SPSS17.0停止剖析。定性研究部门经由过程后续的访谈查询拜访了先生对教员纠错措施的偏好和焦炙发生的重要缘由。作者以此查询拜访成果为根据，对教员在外语教室若何看待先生所犯的说话毛病和若何加重先生的外语进修焦炙提出了一些建议，从而增进俄语进修者的进修造诣。论文由引言、注释、结论、参考文献、附录五部门构成。引言部门论述了选题的实际意义、研究目标、义务、研究办法、新意、实际基本和资料起源。注释部门分为四个章节：第一章是对外语教室焦炙与教室纠错分离停止综述及对两者及其关系的研究现状停止论述；第二章是对论文研究进程的描写，包含研究对象、对象、手腕及其试验步调；第三章是对试验成果停止评论辩论；第四章是教授教养理论提醒，包含若何改良先生的教室焦炙状态和教室上应若何改正先生的毛病，教员应采用何种纠错措施等。本论文的撰写将有助于惹起高校俄语教员对先生情绪身分的更多存眷，特别是在教室纠错的进程傍边，要在下降先生教室焦炙的基本下去纠错，要尽力营建一个轻松、友爱协调的情况，发明以先生为中间、让先生不觉得压力和重要的教室氛围。 Abstract: In the process of learning a second language, speak all kinds of trouble is cannot be avoided. To solve these problems, not without any consideration, let it grow casually. If these problems cannot get the correct length of time, these problems will be further regarded as accurate speech output, to speak first rigid, deviate from the normal track of learning. However, Krashen and Terrel (1983), the natural teaching rail thinks in speak growth process, any one stage teacher should not the will all spirit pours into the correct Mr. problems, to make learning through the process can understand output perhaps natural communication method of language learning. Eager to seek the accuracy of pronunciation, grammar is completely unnecessary. The most important is to students to create a good learning environment, not often problems of and important concerns, in order to decrease learning anxiety level, let Mr. more conceited, such ability more smoothly completed compulsory advanced. Krashen thought anxiety has unusual major influence on foreign language learning process is very important emotional factors. The higher the level of anxiety learners, to obtain the knowledge of spending less, natural is not conducive to the foreign language achievement of progress; on the contrary, it is easy to get more output. The author thinks the indecent point of the research in view of foreign language learning anxiety and speak wrong also only focuses on the one aspect, the fact speak teaching, both to avoid speaking rigid, but also decreased the learners' anxiety, to both hands, both hands. This paper will discuss the relationship between undergraduate classroom anxiety and teacher training, Russian classroom error correction method. Seminar is divided into quantitative and qualitative studiesof the two sector. Quantitative research department through questionnaire inquiry situation query visit to visit Mr. foreign language learning anxiety state, the relationship between foreign language learning anxiety and learning achievement, foreign language learning anxiety and the corrective response between the position. The questionnaire survey results are output to the Chinese version of SPSS17.0 analysis. Qualitative research departments through follow-up interview queries visited Mr. error correction method of teacher preferences and anxiety of the important reasons. This paper survey results according to on teachers in foreign language classroom how to look at Mr. made speech problems and how to aggravate, foreign language learning anxiety is proposed some suggestions, so as to enhance their learning Russian of education attainments. The paper is composed of preface, annotation, conclusion, references and appendix five parts. The introduction part discusses the topics of practical significance, research objectives, research methods, ideas, obligations, and the basic data of the actual origin. Notes department is divided into four chapters: Chapter one is the foreign language classroom anxiety and classroom correcting isolates to stop the review and on their relations research present situation to carry on the elaboration. The second chapter is the description on the process of the research, including the research object, object, wrist and test steps; the third chapter is review the debate on the test results; the fourth chapter is to remind the teaching theory, including how to improve Mr classroom anxiety and classroom should be how to correct Mr. wrong, the teacher should be what the error correction method. This thesis writing will help to cause the Russian Faculty of Mr. emotional factors of more concern, especially in classroom correcting process Bangbian to drop Mr classroom anxiety basic on error correction, to try to construct a relaxed, friendly and harmonious situation, the invention to student as the center, let the students do not feel pressure and an important classroom atmosphere. 目录: |
