利用“語言輸入”來促進寫作教學一直是二語習得領域的研究熱點。傳統(tǒng)寫作教學以糾正性反饋為重要輸入形式,利用糾錯來提高學生二語寫作的準確性。近年來,通過輸入正面證據以提高外語學習效率的讀后續(xù)寫任務引起了研究者廣泛關注,旨在激活二語寫作的協(xié)同效應、實現(xiàn)以續(xù)促學。基于此,本研究進一步探究讀后續(xù)寫任務能否提高二語學習者在議論文語言準確度方面的表現(xiàn),并對比讀后續(xù)寫與書面糾正性反饋在語言準確度上的促學效果。該準實驗設計依托于英語寫作課,為期9周,包括前測、干預和后測。來自3個平行班的66名英語學習者被隨機分配在兩個實驗組(續(xù)寫組和反饋組)和一個對照組,每組參與者為22人。在3次干預階段中,續(xù)寫組閱讀不完整的議論文后進行續(xù)寫、補全內容;反饋組完成命題寫作任務后,并接收書面糾正性反饋;控制組完成與反饋組相同的命題寫作任務,但不接收反饋。干預結束后,對學生后測文本中的錯誤進行標注,根據偏誤率來評估三組學習者在二語寫作準確度方面的表現(xiàn)。研究結果發(fā)現(xiàn):(1)續(xù)寫組文本中的錯誤率顯著低于控制組,表明讀后續(xù)寫任務能夠有效提高二語議論文寫作中的語言準確度;(2)續(xù)寫組和反饋組后測文本中的語言準確度無顯著差異,證明讀...

【文章頁數】：78 頁

【學位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Research background
    1.2 Research rationale
    1.3 Research questions
    1.4 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Two types of input in language learning
        2.2.1 Input comprising positive evidence
        2.2.2 Input comprising negative evidence
    2.3 Studies on the continuation task
        2.3.1 Defining the continuation task
        2.3.2 Comprehensible input
        2.3.3 Alignment in language learning
        2.3.4 Empirical findings about the continuation task
        2.3.5 Gaps in the continuation task research
    2.4 Studies on written corrective feedback
        2.4.1 Defining written corrective feedback
        2.4.2 Cognitively informed research on written corrective feedback
        2.4.3 Socioculturally informed research on written corrective feedback
        2.4.4 Empirical findings about written corrective feedback
        2.4.5 Gaps in written corrective feedback research
    2.5 Summary
CHAPTER THREE THE STUDY
    3.1 Overview
    3.2 Participants
    3.3 Research design
    3.4 Materials
    3.5 Data collection and analysis
        3.5.1 Data collection procedure
        3.5.2 Operationalization of variables
        3.5.3 Teachers’ assessment
    3.6 Summary
CHAPTER FOUR RESULTS
    4.1 Overview
    4.2 Comparison of the three groups
        4.2.1 Results concerning research question 1
        4.2.2 Results concerning research question 2
    4.3 Summary
CHAPTER FIVE DISCUSSION
    5.1 Overview
    5.2 Potential of the continuation task for L2 learning
    5.3 Evidence in support of written corrective feedback
    5.4 Comparison between the two writing pedagogies
    5.5 Summary
CHAPTER SIX CONCLUSION
    6.1 Overview
    6.2 Summary of key findings
    6.3 Pedagogical implications
    6.4 Future directions
    6.5 Limitations of the study
    6.6 Conclusion
REFERENCES
APPENDICES
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