书面修正性反馈对中国初中生英语写作准确性的影响
发布时间：2020-11-13 18:40
外语写作教学中,提供书面修正性反馈是重要的一个步骤。关于其有效性,文献中有较多研究,但争议也很多,尚未达成一致意见。相关的实证性研究大部分是针对大学生,并且较少进一步研究学习者在收到间接书面修正性反馈后的自我修正能力。本文试图研究直接反馈和间接反馈这两种反馈方式(直接改错和画线间接改错)对中国初中生英语写作准确性的影响,及研究学习者在收到间接书面修正性反馈后的自我修正能力和学习者对书面修正性反馈的态度。浙江金华市某中学的72名初二学生参与了此次研究,历时8周。要求学生完成3篇写作任务,进行3次写作测试和完成问卷调查和采访。根据前测学生作文的错误率将学生平均分成3组,每组24人,直接组提供直接书面修正性反馈,间接组提供间接书面修正性反馈,控制组不提供书面修正性反馈。在教师给出反馈后,要求直接组和控制组自己修改错误,无需上交修改稿。但间接组的学生要求尽量将错误写出错误的类型并改正,要求上交修改稿,记录学生领会和改正的错误。所有的组都进行前测,即后测和延后测,每次均计算错误率。为研究书面修正性反馈的有效,实验数据利用SPSS16.00进行统计,利用描述性统计,单因素分析和多重比较进行对比分析数据。实证研究结束后,发放问卷调查学生对书面修正性反馈的态度,之后进行了抽样半结构化访谈进一步了解学生对书面修正性反馈的态度,对教师所给的反馈的评价及他们对写作中反馈给予的建议。本研究的主要发现简要概括为以下三点:1)直接书面修正性反馈和间接书面修正性反馈都有利于提高中学生的英语写作的准确性,但是直接书面修正性反馈比间接书面修正性反馈更有效;2)学生可以准确地领会大部分的错误,但只能改正一些相对简单的错误或由粗心大意造成的错误;3)学生对老师所提供的反馈持积极的态度。绝大多数学生都希望得到老师的反馈,尤其是直接修正性反馈。
【学位单位】：杭州师范大学
【学位级别】：硕士
【学位年份】：2018
【中图分类】：G633.41
【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.2 Research Aims and Significance of the Study
1.2.1 The Aims of the Study
1.2.2 The Significance of the Study
1.3 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Feedback in Writing
2.2 Written Corrective Feedback
2.2.1 Definitions of Written Corrective Feedback
2.2.2 Classifications of Written Corrective Feedback
2.3 Empirical Studies of Written Corrective Feedback
2.3.1 Effectiveness of Written Corrective Feedback
2.3.2 Studies on Direct WCF and Indirect WCF on Writing Accuracy
2.4 Studies on Learners' Attitudes to WCF
2.5 Theoretical Framework
2.5.1 Comprehensible Output Hypothesis
2.5.2 Interaction Hypothesis
CHAPTER THREE RESEARCH DESIGN
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Writing Practices and Writing Tests
3.3.2 Questionnaire and Interview
3.4 Research Procedure
3.5 Data Collection
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results and Discussion of the Effect of Direct and Indirect WCF on Writing Accuracy
4.1.1 Comparison among Three Groups before the Study
4.1.2 Comparison among Three Groups after the Study
4.2 Results and Discussion of Learners' Perception and Self-correction of Errorsfrom Indirect WCF
4.2.1 Distribution of Error Types
4.2.2 Learners' Perception of Errors
4.2.3 Learners' Self-correction of Errors
4.3 Results and Discussion of Learners' Attitudes to WCF
4.3.1 Learners' Attitudes to English Writiting and Difficulties in English Writing
4.3.2 Learners' Expectations and Preferences to WCF
4.3.3 Learners' Reactions to Teacher Feedback and Evaluations of theAdopted WCF
CHAPTER FIVE CONCLUSION
5.1 Major Findings of the Present Study
5.2 Implications
5.3 Limitations and Suggestions
5.3.1 Limitations of the Study
5.3.2 Suggestions of Further Study
REFERENCES
中文参考文献
APPENDIX
ACKNOWLEDGEMENTS
【参考文献】
本文编号：2882496
【学位单位】：杭州师范大学
【学位级别】：硕士
【学位年份】：2018
【中图分类】：G633.41
【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.2 Research Aims and Significance of the Study
1.2.1 The Aims of the Study
1.2.2 The Significance of the Study
1.3 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Feedback in Writing
2.2 Written Corrective Feedback
2.2.1 Definitions of Written Corrective Feedback
2.2.2 Classifications of Written Corrective Feedback
2.3 Empirical Studies of Written Corrective Feedback
2.3.1 Effectiveness of Written Corrective Feedback
2.3.2 Studies on Direct WCF and Indirect WCF on Writing Accuracy
2.4 Studies on Learners' Attitudes to WCF
2.5 Theoretical Framework
2.5.1 Comprehensible Output Hypothesis
2.5.2 Interaction Hypothesis
CHAPTER THREE RESEARCH DESIGN
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Writing Practices and Writing Tests
3.3.2 Questionnaire and Interview
3.4 Research Procedure
3.5 Data Collection
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results and Discussion of the Effect of Direct and Indirect WCF on Writing Accuracy
4.1.1 Comparison among Three Groups before the Study
4.1.2 Comparison among Three Groups after the Study
4.2 Results and Discussion of Learners' Perception and Self-correction of Errorsfrom Indirect WCF
4.2.1 Distribution of Error Types
4.2.2 Learners' Perception of Errors
4.2.3 Learners' Self-correction of Errors
4.3 Results and Discussion of Learners' Attitudes to WCF
4.3.1 Learners' Attitudes to English Writiting and Difficulties in English Writing
4.3.2 Learners' Expectations and Preferences to WCF
4.3.3 Learners' Reactions to Teacher Feedback and Evaluations of theAdopted WCF
CHAPTER FIVE CONCLUSION
5.1 Major Findings of the Present Study
5.2 Implications
5.3 Limitations and Suggestions
5.3.1 Limitations of the Study
5.3.2 Suggestions of Further Study
REFERENCES
中文参考文献
APPENDIX
ACKNOWLEDGEMENTS
【参考文献】
相关期刊论文 前4条
1 张素敏;;二语习得中的反馈与目的语发展研究[J];外国语(上海外国语大学学报);2011年05期
2 张薇;邓跃平;;修正性反馈对中国大学生写作的有效性研究[J];外国语文;2009年06期
3 陈晓湘;李会娜;;教师书面修正性反馈对学生英语写作的影响[J];外语教学与研究;2009年05期
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相关博士学位论文 前1条
1 吉乐;英语写作反馈模式的效能评估研究[D];上海外国语大学;2011年
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