直接反馈与元语言反馈对高中生英语写作效能感的影响

发布时间：2025-05-05 02:21

　　作为语言能力发展的重要衡量标准之一,二语习得者的写作能力不仅受写作材料、写作环境等外部因素的影响,也会受到学生自身心理因素如自我效能感的影响。自我效能感是个体对自身是否有能力完成任务的判断。教师对学生学业表现的反馈影响着他们对自我的认知与评价,进而影响到其自我效能感。英语教师如何利用有效反馈增强学生的英语写作效能感,进而提高学生的写作水平,已成为二语习得领域研究的热点之一。在Ellis(2009)所提出的六种教学反馈分类中,直接反馈为英语教师使用较多,而元语言反馈更切合当下《普通高中英语课程标准(2017)》中学英语学科培养学生学习策略和学习能力的要求。言语劝说是影响自我效能感的四个因素之一(Bandura,1977),因其可利用性及有效性,被广泛地用来提高个体的自我效能感。教师反馈作为一种方式,常被用于改善学生的自我效能。有鉴于此,笔者通过实证研究,来探究英语教师的直接反馈和元语言反馈对高中生英语写作效能感的影响。本研究试图回答以下三个问题:(1)直接反馈对不同英语写作效能感水平的高中生有何影响?(2)元语言反馈对不同英语写作效能感水平的高中生有何影响?(3)不同英语写作效能感水平的高...

【文章页数】：98 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Studies of Direct Feedback and Metalinguistic Feedback
        2.1.1 Definition of Direct Feedback and Metalinguistic Feedback
        2.1.2 Related Studies on Direct Feedback and Metalinguistic Feedback
    2.2 Studies of Writing Self-efficacy
        2.2.1 Definition of Writing Self-efficacy
        2.2.2 Related Studies on Writing Self-efficacy
    2.3 Related Studies on the Effects of Corrective Feedback on Writing Self-efficacy
Chapter Three Theoretical Basis
    3.1 The Noticing Hypothesis
    3.2 The Interaction Hypothesis
    3.3 Self-efficacy Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 English Writing Self-efficacy Scale
        4.3.2 Writing Task
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Pre-test of the Experiment
        4.4.2 Implementation of the Experiment
        4.4.3 Post-test of the Experiment
        4.4.4 Data Collection and Analysis
Chapter Five Results and Discussions
    5.1 The Effects of Direct Feedback on Students’Writing Self-Efficacy
        5.1.1 The Effects of Direct Feedback on Students with High-level Writing Self-efficacy
        5.1.2 The Effects of Direct Feedback on Students with Intermediate-level Writing Self-efficacy
        5.1.3 The Effects of Direct Feedback on Students with Low-level Writing Self-efficacy
    5.2 The Effects of Metalinguistic Feedback on Students’Writing Self-Efficacy
        5.2.1 The Effects of Metalinguistic Feedback on Students with High-level Writing Self-efficacy
        5.2.2 The Effects of Metalinguistic Feedback on Students with Intermediate-level Writing Self-efficacy
        5.2.3 The Effects of Metalinguistic Feedback on Students with Low-level Writing Self-efficacy
    5.3 The Comparison of the Effects of Direct Feedback and Metalinguistic Feedback on Students’Writing Self-efficacy
        5.3.1 The Different Effects of Direct Feedback and Metalinguistic Feedback on Students with High-level Writing Self-efficacy
        5.3.2 The Different Effects of Direct Feedback and Metalinguistic Feedback on Students with Intermediate-level Writing Self-efficacy
        5.3.3 The Different Effects of Direct Feedback and Metalinguistic Feedback on Students with Low-level Writing Self-efficacy
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions of the Study
Bibliography
Appendix
    AppendixⅠ Different Types of Corrective Feedback
    AppendixⅡ Pre-questionnaire
    AppendixⅢ Post-questionnaire
    AppendixⅣ Writing Tasks
    AppendixⅤ The Outline of Interview
Acknowledgements



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