本文選題：教師反饋 + 語言學(xué)能　； 參考：《華中科技大學(xué)》2016年博士論文

【摘要】：教師反饋?zhàn)鳛閷懽鬟^程教學(xué)法的重要手段,其對(duì)中介語發(fā)展的影響是近年來的熱門話題。迄今為止,國內(nèi)外大多數(shù)學(xué)者將教師反饋研究的焦點(diǎn)放在循環(huán)驗(yàn)證教師反饋對(duì)促進(jìn)目標(biāo)語形式準(zhǔn)確的有效性上,教師反饋是否有助于學(xué)習(xí)者的英語詞匯知識(shí)水平發(fā)展,是否與學(xué)習(xí)者認(rèn)知因素產(chǎn)生交互作用則很少有研究涉及。造成這一現(xiàn)象的主要原因在于：一是英語詞匯知識(shí)概念框架理論尚不完善、概念框架中各維度的操作性定義模糊不清,因而增加操作難度；二是反饋本身具有側(cè)重于語言形式修正的特征,使得大多數(shù)研究紛紛將研究焦點(diǎn)放在對(duì)學(xué)習(xí)者語言形式準(zhǔn)確性的影響上,而對(duì)學(xué)習(xí)者詞匯知識(shí)層面的影響潛力關(guān)注不夠。由于教師反饋及其反饋類型與學(xué)習(xí)者英語詞匯知識(shí)發(fā)展的關(guān)系目前尚無定論,本論文擬探究教師反饋對(duì)學(xué)習(xí)者英語詞匯知識(shí)發(fā)展的作用。本論文基于自建的《中國非英語專業(yè)一年級(jí)學(xué)習(xí)者英語歷時(shí)作文語料庫》,采用語料庫的文本分析方法,揭示非英語專業(yè)一年級(jí)學(xué)習(xí)者在英語寫作中以詞匯知識(shí)廣度和深度為潛在變量的發(fā)展規(guī)律,從而探討教師反饋對(duì)英語學(xué)習(xí)者作文詞匯知識(shí)習(xí)得的作用。第一章為緒論。本章首先闡述了前人對(duì)二語詞匯知識(shí)概念的界定,確定了本文的英語詞匯知識(shí)框架。該框架涵蓋了影響學(xué)習(xí)者英語詞匯知識(shí)習(xí)得的兩大重要因素和兩個(gè)基本變量。兩大因素是：教師反饋和學(xué)習(xí)者語言學(xué)能因素。兩個(gè)基本變量是：詞匯知識(shí)廣度和詞匯知識(shí)深度。本章還回顧了相關(guān)主要理論的介紹和評(píng)析,綜述了前人有關(guān)英語詞匯知識(shí)發(fā)展和教師反饋有效性的實(shí)證研究,并介紹了本文的研究問題和研究方法。第二章詳細(xì)介紹了自建的小型《中國非英語專業(yè)一年級(jí)學(xué)習(xí)者英語歷時(shí)作文語料庫》及數(shù)據(jù)獲取方法。本文的實(shí)驗(yàn)對(duì)象是華中科技大學(xué)108名非英語專業(yè)大學(xué)英語一年級(jí)學(xué)習(xí)者,被分為直接反饋組、間接反饋組和控制組,其語料來自于三組學(xué)習(xí)者入校后第1學(xué)期初、第1學(xué)期末和第2學(xué)期末的324篇英語作文。該語料庫由9個(gè)子庫構(gòu)成,總庫容為73,922詞次,語料以三種形式存儲(chǔ)：1)生語料；2)POS詞類賦碼語料；3)失誤標(biāo)注語料。第三章為實(shí)證研究。本章使用統(tǒng)計(jì)軟件SPSS21.0對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行統(tǒng)計(jì)分析,描述教師反饋過程中非英語專業(yè)大學(xué)英語學(xué)習(xí)者作文詞匯知識(shí)廣度發(fā)展的特征,并探討了直接反饋和間接反饋兩種形式的教師反饋對(duì)學(xué)習(xí)者詞匯知識(shí)廣度的作用。結(jié)果表明,直接反饋與間接反饋對(duì)英語學(xué)習(xí)者作文詞匯知識(shí)廣度的作用既存在共性,也有差異。相同的是,直接反饋與間接反饋,對(duì)英語學(xué)習(xí)者作文詞匯復(fù)雜性、用詞準(zhǔn)確性以及詞匯搭配準(zhǔn)確性,都有良好的效果。不同的是,直接反饋對(duì)促進(jìn)英語學(xué)習(xí)者作文中詞匯形式準(zhǔn)確性的效果最好,而間接反饋對(duì)提高英語學(xué)習(xí)者作文詞匯多樣性、詞匯密度以及詞匯-語法準(zhǔn)確性的效果更為顯著、持久。第四章為實(shí)證研究。本章使用統(tǒng)計(jì)軟件SPSS21.0對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行統(tǒng)計(jì)分析,描述中國非英語專業(yè)大學(xué)英語學(xué)習(xí)者作文詞匯知識(shí)深度發(fā)展的特征,并探討了直接反饋和間接反饋兩種形式的教師反饋對(duì)學(xué)習(xí)者作文詞匯知識(shí)深度即詞塊知識(shí)習(xí)得的影響。結(jié)果表明,直接反饋對(duì)學(xué)習(xí)者英語作文詞塊知識(shí)運(yùn)用的作用不明顯,而間接反饋對(duì)英語學(xué)習(xí)者作文詞塊知識(shí)的運(yùn)用有明顯的促進(jìn)作用。第五章探究了教師反饋和學(xué)習(xí)者語言學(xué)能水平對(duì)英語學(xué)習(xí)者作文詞匯知識(shí)發(fā)展的交互作用。結(jié)果表明,教師反饋方式與學(xué)習(xí)者語言學(xué)能水平之間,對(duì)于提高英語學(xué)習(xí)者作文詞匯多樣性,促進(jìn)詞塊知識(shí)的運(yùn)用,以及減少詞匯失誤,存在顯著的交互作用,對(duì)于詞匯復(fù)雜性和詞匯密度的增加,則交互性不夠顯著。高語言學(xué)能者更受益于間接反饋,而對(duì)低語言學(xué)能者來說,直接反饋的促學(xué)作用比間接反饋更明顯。第六章為結(jié)語,簡(jiǎn)要總結(jié)本論文的主要內(nèi)容和發(fā)現(xiàn),闡述了本論文的意義和價(jià)值,探討了本文對(duì)英語詞匯教學(xué)的啟示,并指出了本研究今后研究的方向。
[Abstract]:As an important means of the teaching method of writing process, teacher feedback has been a hot topic in recent years. So far, most scholars at home and abroad have focused on the effectiveness of the feedback of teacher feedback on the accuracy of promoting the form of target language by the feedback of circular verifying teachers, and whether teacher feedback helps the learners' English. There are few studies involved in the development of vocabulary knowledge level and the interaction with learners' cognitive factors. The main reasons for this phenomenon are: first, the conceptual framework theory of English vocabulary knowledge is not perfect, and the operational definition of each dimension in the conceptual framework is ambiguous, thus increasing the difficulty of operation; and two is the feedback itself. With the emphasis on the characteristics of language form correction, most of the research focuses on the impact of the study on the accuracy of the learners' language form, while the potential of the learners' vocabulary knowledge level is not concerned. This thesis is intended to explore the role of teacher feedback in the development of learners' English vocabulary knowledge. Based on a self built Chinese non English major first grade learner's English diachronic corpus, a corpus based text analysis method is used to reveal that non English major first grade learners use the breadth and depth of vocabulary knowledge in English writing. In this chapter, the first chapter is an introduction to the definition of the concept of vocabulary knowledge in the two language and the framework of the knowledge of English vocabulary. This framework covers the two important factors that affect the acquisition of English vocabulary knowledge of the learners. Factors and two basic variables. The two major factors are: teacher feedback and learners' linguistic energy factors. The two basic variables are vocabulary knowledge breadth and vocabulary knowledge depth. This chapter also reviews the introduction and evaluation of the relevant main theories, and summarizes the previous empirical studies on the development of English vocabulary knowledge and the effectiveness of teachers' feedback. The second chapter introduces the self built small "Chinese non English major first grade Learner English diachronic corpus" and the method of data acquisition. The experimental object of this article is the 108 non English Major College English one year class learners at Huazhong University of Science and Technology, which are divided into direct feedback group and indirect feedback group. The feedback group and the control group are from three groups of English compositions at the beginning of the first term after three groups of learners, the end of the first term and the end of the second semester. The corpus is composed of 9 sub libraries, the total volume is 73922 words, the corpus is stored in three forms, 1 language materials, 2) POS word coding corpus, 3) error tagging corpus. The third chapter is empirical research. This chapter uses statistical software SPSS21.0 to make a statistical analysis of the experimental results, and describes the characteristics of the development of the vocabulary knowledge of non English Major College English learners in the process of teacher feedback, and discusses the role of the two forms of direct feedback and indirect feedback on the breadth of the learners' vocabulary knowledge. The results show that the direct feedback and indirect feedback are direct to the learners' vocabulary knowledge. The effect of feedback and indirect feedback on English learners' vocabulary knowledge breadth is not only common but also different. The same is that direct feedback and indirect feedback have good effects on English learners' complexity of vocabulary, accuracy of words and the accuracy of collocation, and the difference is that direct feedback is used to promote English learners. The effect of lexical accuracy is the best in the text, and the effect of indirect feedback on improving English learners' vocabulary diversity, vocabulary density and lexical grammatical accuracy is more significant and lasting. The fourth chapter is an empirical study. This chapter uses statistical software SPSS21.0 to analyze the experimental results and describe the non English professional universities in China. The influence of the two forms of direct feedback and indirect feedback on the depth of lexical knowledge acquisition is the effect of direct feedback and indirect feedback on the acquisition of lexical knowledge. The result shows that direct feedback has no obvious effect on the use of lexical chunks in English composition, and indirect feedback to English The fifth chapter explores the interaction of teacher feedback and learners' linguistic ability to the development of English learners' vocabulary knowledge. The results show that between teachers' feedback and the linguistic competence of the learners, it is necessary to improve the vocabulary diversity and promote the vocabulary of English learners. The use of lexical chunks and the reduction of lexical errors have significant interaction. The interactivity is not significant enough for the increase of lexical complexity and the density of vocabulary. High linguistic learners benefit from indirect feedback, while for low linguistic learners, direct feedback is more obvious than indirect feedback. The sixth chapter is the conclusion. In order to summarize the main content and discovery of this paper, the significance and value of this paper are expounded, and the enlightenment to English vocabulary teaching is discussed, and the future research direction of this study is pointed out.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319
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本文編號(hào)：2079026