| Summary: | 碩士 === 東吳大學 === 日本語文學系 === 96 === ABSTRACT
The purpose of the thesis is to give learners some help and guidance through the technique of「teacher’s feedback」to make learners learn correction by themselves through the process of interaction, and then to enhance and improve the language learning. By writing of follow-up interview, teachers and learners discuss with each other.
At the time about feedback, teacher will point out the good and bad part of learner whom is urged to correct errors. The goal of this kind of training is to provide students a chance of oral expression, and at the same time to cover the shortcoming of writing practice, avoiding monotone and enhancing interaction of writing.
The final purpose is to make students gradually to ask questions to themselves by teachers’ feedback, under guidance of teaching to learn to think and to correct by themselves, and then to grow the ability of problem shooting. Teachers can not only give the feedback of‘right’and’wrong’to students’ answers, but also to emphasis technique of feedback of process.
Thus I would like to aim to the following three main directions to do deeper research and study, hoping the study on the examination of teaching method of teacher’s feedback can make some contribution to study on education of Japanese language, and then to make some advice to teaching of Japanese language.
1 According to the data to classify the teacher’s different kind of feedback.
2 To improve the successful rate of correction of writing by combination of teacher’s feedback.
3 The comparison on effectiveness of feedback of Japanese and Taiwanese teachers.
The result of the study through the data of six teachers’follow-up interview indicates that: the highest successful rate on guiding and helping students to correct by themselves are 「Hint Question Feedback」. Observing the students’reaction and adjusting the method of feedback or by multiple kinds of combination of feedback can improve the effect of correction of writing. Besides, according to the effectiveness on correction of writing by using the method of teachers’feedback, comparing Taiwanese and Japanese teachers, there is on obvious difference on effectiveness. The result indicates that method of teachers’feedback is not influenced by status of mother tongue or non-mother tongue.
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