摘要:二语习得中的反馈分类模糊;其研究对象也主要集中在某一目的语语言特征;虽然对某一层面的目的语习得有一定的参考价值;但不利于对目的语习得较全方位的认识。针对这一缺憾;本文对反馈的类型及其和目的语习得间的关系进行了梳理和总结;并围绕注意机制;从行为主义、认知主义和心理情感角度进行了原因分析。同时;进一步从教师、学习者和学习环境三方面探讨了其相关变量。本文指出在明确反馈显性和隐性特征划分标准的基础上;结合认知、情感和环境因素;从语用的角度进一步分析反馈在二语课堂教学中的作用是研究者需进一步研究的方向。
Ambiguous classification of feedback in SLA and the rather unilateral studies focused on one specific target language feature are not optimal for a comprehensive understanding of target language acquisition and feedback itself although they are of service to some degree.Therefore,an overall review of the classification as well as the relationship between different types of feedback and target language acquisition is called for.The present paper analyses the attributors of feedback effect from behaviorist,cognitive and psychological perspectives respectively concentrating on noticing.At the same time,it also explores the related variables concerning teachers,students and the learning environments.It further points out that future studies,based on the clarification of different forms of feedback,should be carried out to further investigate the effect of feedback in ESL classroom in combination with cognitive,affective and environmental factors from a pragmatic perspective.