糾錯(cuò)反饋是二語(yǔ)習(xí)得研究的重要議題。眾多研究結(jié)果表明,無(wú)論口頭反饋還是書(shū)面反饋均對(duì)部分形態(tài)語(yǔ)法形式習(xí)得有效。然而近年來(lái),相關(guān)研究也發(fā)現(xiàn),反饋并非是促進(jìn)二語(yǔ)習(xí)得的唯一變量,其效果同樣受到相關(guān)變量的交互影響(Ellis,2010;Bitchener&Ferris,2012),從而使學(xué)界圍繞該議題的爭(zhēng)論日漸增加。通過(guò)探討相關(guān)變量對(duì)反饋效果的影響,已有研究證明不同反饋模式和類型會(huì)影響學(xué)習(xí)者對(duì)目標(biāo)語(yǔ)法形式的注意程度,并繼而導(dǎo)致不同的語(yǔ)言學(xué)習(xí)效果。但是,對(duì)其促學(xué)效果的研究卻因反饋的不同模式和類型而結(jié)論迥異。此外,由于句法的復(fù)雜特性(Celce-Murcia&Larsen-Freeman,1999;Shintai et al.,2014),關(guān)注句法錯(cuò)誤的反饋研究相對(duì)較少,針對(duì)句法內(nèi)部特征(比如過(guò)去虛擬語(yǔ)氣主從句)的研究則更為鮮見(jiàn)。為了更好地解釋反饋的糾錯(cuò)效果,將句法結(jié)構(gòu)和學(xué)習(xí)者語(yǔ)言水平納入反饋研究的變量范疇已成學(xué)界共識(shí)。本研究基于Ellis(2010)糾錯(cuò)反饋研究框架,多維度探討反饋模式(口頭vs.書(shū)面)、反饋類型(輸入型vs.輸出型)以及學(xué)習(xí)者對(duì)糾錯(cuò)反饋的注意程度和其所持態(tài)度對(duì)糾錯(cuò)反...

【文章頁(yè)數(shù)】：228 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER1 INTRODUCTION
    1.1 Research background
    1.2 Rationale for the study
    1.3 Research objectives
    1.4 Outline of the dissertation
CHAPTER2 THERORETICAL FRAMEWORK OF THE STUDY
    2.1 FonF instruction and a framework for investigating CF
        2.1.1 FonF instruction
        2.1.2 A framework for investigating oral and written CF
    2.2 Theoretical foundations of oral and written CF
        2.2.1 Interactionist perspective
            2.2.1.1 Noticing Hypothesis
            2.2.1.2 Interaction Hypothesis and Output Hypothesis
        2.2.2 Sociocultural perspective
        2.2.3 Information Processing Models
    2.3 Types and effectiveness of CF
        2.3.1 Types of CF
            2.3.1.1 Classification of CF types
            2.3.1.2 Classification of oral CF
            2.3.1.3 Classification of written CF
        2.3.2 Effectiveness of oral and written CF
    2.4 Effects of meditating variables on CF
        2.4.1 Effects of learner engagement on CF
        2.4.2 Effects of other variables on CF
    2.5 Chapter Summary
CHAPTER3 REVIEW OF EMPIRICAL STUDIES AND META-ANALYSIS
    3.1 Empirical research on the efficacy of CF
        3.1.1 Meta-analysis studies on CF
        3.1.2 Studies on CF types and retention effects
    3.2 Meta-analyses
        3.2.1 Identifying the research questions
        3.2.2 Selecting primary studies
        3.2.3 Coding the data
        3.2.4 Results of analysis in the first phase
        3.2.5 Results of analysis in the second phase
            3.2.5.1 Effect size calculation and interpretation
            3.2.5.2 Results of the meta-analysis
            3.2.5.3 Effect sizes of mediating variables
        3.2.6 Discussion
        3.2.7 Other variables
    3.3 Chapter Summary
CHAPTER4 METHODOLOGY
    4.1 Research questions
    4.2 Experiment1:CF modes and CF types
        4.2.1 Research design
        4.2.2 Target feature
        4.2.3 Participants
        4.2.4 Materials
            4.2.4.1 Task materials
            4.2.4.2 Tests and testing materials
        4.2.5 Procedures
            4.2.5.1 Treatment procedures
            4.2.5.2 Operationalization of feedback types
            4.2.5.3 Testing procedures
    4.3 Experiment2:CF and CF-related variables
        4.3.1 Research design
        4.3.2 Target feature
        4.3.3 Participants
        4.3.4 Materials
            4.3.4.1 Task materials
            4.3.4.2 Tests and testing materials
        4.3.5 Procedures
            4.3.5.1 Treatment procedures
            4.3.5.2 Testing procedures
    4.4 Data collection and analysis
    4.5 Chapter summary
CHAPTER5 RESULTS OF EXPERIMENTS1 AND
    5.1 Results of Experiment1
        5.1.1 General description
        5.1.2 Effects of CF modes
        5.1.3 Effects of CF types
    5.2 Results of Experiment2
        5.2.1 General description
        5.2.2 CF,grammatical features and proficiency in writing tests
        5.2.3 CF,grammatical features and proficiency differences in GJT tests
    5.3 Attention and attitude
    5.4 Chapter Summary
CHPATER6 DISCUSSION
    6.1 Oral and written CF
    6.2 Effects of CF types
        6.2.1 Opportunities for self-repair
        6.2.2 Saliency and explicitness
        6.2.3 Scaffolding
        6.2.4 Feedback and grammatical features
    6.3 Sustained effect of CF
    6.4 Mediating effects of L2 proficiency and target features
    6.5 Mediating effects of noticing and attitude
    6.6 Chapter summary
CHAPTER7 CONCLUSION
    7.1 Major findings
    7.2 Implications and contributions
        7.2.1 Theoretical implications
        7.2.2 Methodological implications
        7.2.3 Pedagogical implications
    7.3 Limitations and suggestions for future study
BIBLIOGRAPHY
APPENDICES
    Appendix I:Inclusion/Exclusion Criteria
    Appendix II:Description of the features in the coding scheme
    Appendix III:Coding scheme in Phase1
    Appendix IV:Coding scheme in Phase2
    Appendix V:Grammar pretest
    Appendix VI:Grammar immediate posttest
    Appendix VII:Grammar delayed posttest
    Appendix VIII:Treatment tasks/Writing tests
    Appendix IX:Grammatical judgment test
    Appendix X:Questionnaire1
    Appendix XI:Exit questionnaire(questionnaire2)
攻讀博士學(xué)位期間發(fā)表的論文



本文編號(hào)：3841488