《外语课堂教学中的否定反馈》作者胡越竹在阅读大量相关资料的基础上对现有文献中错误的定义、分类、成因、评定标准以及否定反馈的必要性、作用和决定因素等问题进行了深入分析，根据二语习得理论提出了更合理的想法，接着对作者的研究对象、方法、数据搜集和分析结果进行了详细阐述，本书科学运用了注意假设、语言发展阶段假设、输入说、输出说、技能习得等二语习得理论对语言学习的各种现象和过程进行了剖析，同时运用了认知心理学、社会心理学、人格心理学和教育心理学分析学生的需求和个体差异，探讨否定反馈的实用性和适用性问题。

《外语课堂教学中的否定反馈》由胡越竹编著。

外语学习环境中，否定反馈会对学习者中介语的形成和发展产生重要影响。《外语课堂教学中的否定反馈》就语言错误的定义、分类、成因以及否定反馈的必要性、作用和决定因素等问题进行了探讨，采用定量分析和定性分析相结合的方法，对我国外语学习环境中高校教师提供否定反馈的情况进行了广泛深入的调查分析，并科学运用了注意假设、语言发展阶段假设、输入说、输出说、技能习得等二语习得理论对否定反馈现象和语言学习过程进行了剖析。

摘要

Abstract

Chapter One Introduction

Chapter Two Errors

 2.1 Definition of errors

 2.2 Attitude towards errors

 2.3 Evaluation of errors

 2.4 Types of errors

 2.5 Judgment of error gravity

 2.6 Causes of errors

2.6.1 Errors of competence

2.6.1.1 Interference of LI

2.6.1.2 Intralingual transfer

2.6.1.3 Misconception-inducing teaching

2.6.1.4 Use of communication strategies

2.6.2 Errors of performance

2.6.2.1 Cognitive restrictions

2.6.2.2 Psychological restrictions

Chapter Three Provision of negative feedback

 3.1 Negative feedback

 3.2 Necessity and effect of negative feedback

 3.3 Factors taken into consideration in providing negative feedback

3.3.1 Purpose of the activity

3.3.2 Degree of deviation

3.3.3 Clarity of meaning

3.3.4 Frequency of occurrence

3.3.5 Learners' language proficiency

3.3.6 Affective factors

3.3.7 Personality of learners

3.3.8 Other factors

 3.4 Empirical studies on provision of negative feedback

3.4.1 How often errors were treated

3.4.2 What types of errors were treated

3.4.3 How errors were treated

3.4.4 When errors were treated

3.4.5 Who corrected errors

Chapter Four Negative feedback in EFL classrooms

 4.1 Purpose of the research

 4.2 Methodology

4.2.1 Subjects

4.2.2 Instruments

4.2.2.1 Questionnaires

4.2.2.2 Interviews

4.2.3 Data collection

4.2.4 Data analysis

4.2.4.1 Teachers' and students' response to the questionnaires

4.2.4.2 Transcription of the interview

 4.3 Results and discussion

4.3.1 How often errors were treated

4.3.1.1 Teachers' opinion and corrective behavior

4.3.1.2 Students' needs and preferences

4.3.1.3 Discussion

4.3.2 What types of errors were treated

4.3.2.1 Teacher's opinion and corrective behavior

4.3.2.2 Students, needs and preferences

4.3.2.3 Discussion

4.3.3 How errors were treated

4.3.3.1 Teachers' opinions and corrective behavior

4.3.3.2 Students' needs and preferences

4.3.3.3 Discussion

Chapter Five Conclusion

 5.1 Major findings

 5.2 Pedagogical implications

 5.3 Limitations of the study

References

Appendix I

Appendix II

Appendix III

Appendix IV