教師間接書面糾正性反饋對高中生英語寫作中謂語動詞使用準確性影響的研究
發(fā)布時間：2022-01-12 00:39
英語寫作是中國高中學生的必備技能。教師的書面反饋對學生提高英語寫作水平至關重要。近年來,不同類型的教師書面反饋對提高寫作水平的效果引起了國內外研究者的激烈討論。許多研究探討了在二語環(huán)境中,不同類型教師書面反饋對高水平英語學習者提高在英語寫作中虛詞使用的準確性的效果。本研究旨在探究不同種類的教師書面間接糾正性反饋（間接聚焦糾正性反饋﹑間接元語言糾正性反饋﹑間接非聚焦糾正性反饋）對中低水平的英語學習者英語寫作中謂語動詞使用的準確性的影響。本研究主要探究以下兩個問題:1)不同種類的教師書面間接糾正性反饋對高中生英語寫作中謂語動詞使用的準確性有何影響?2)不同種類的教師書面間接糾正性反饋對高分和低分學生的英語寫作中的謂語動詞使用的準確性有何影響?湖南省某高中三年級的112位學生參與了本次實驗。他們總共隨機分為四組,三組為實驗組,一組為對照組。學生需完成五項寫作任務。實驗時間持續(xù)9周,實驗數(shù)據(jù)借助SPSS軟件進行處理和統(tǒng)計。研究發(fā)現(xiàn):（1）總體而言,僅教師間接書面聚焦反饋能顯著有效幫助學生提高謂語動詞使用的準確性。（2）對高分學生而言,教師間接書面聚焦糾正性反饋和間接元語言反饋都能有效提高他們的...
【文章來源】：湖南師范大學湖南省 211工程院校
【文章頁數(shù)】：96 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 The Classification of Teacher’s Written Corrective Feedback
1.2 The Effectiveness of Teacher’s Written Corrective Feedback
1.2.1 The Justification of the Effectiveness of Teacher’s Written CorrectiveFeedback in Improving Writing Accuracy
1.2.2 The Relative Effectiveness of Teacher’s Indirect Written CorrectiveFeedback in Improving Writing Accuracy
Chapter Two Theoretic Basis
2.1 The Noticing Hypothesis
2.2 The Output Hypothesis
Chapter Three Methodology
3.1 Research Design
3.1.1 Research Questions
3.1.2 Research Subjects
3.1.3 Research Instruments
3.2 Research Procedure
3.2.1 Data Collection
3.2.2 Data Analysis
Chapter Four Results and Discussion
4.1 The Effects of Teacher's Indirect WCF
4.1.1 The Effects of Teacher's Indirect Focused WCF
4.1.2 The Effects of Teacher’s Indirect Metalinguistic WCF
4.1.3 The Effects of Teacher's Indirect Unfocused WCF
4.1.4 The Effects of No Teacher’s Indirect WCF
4.1.5 The Relative Effectiveness of Teacher's Indirect WCF
4.2 The Effects of Teacher's Indirect WCF on Low-score and High-score Students
4.2.1 The Effects of Teacher’s Indirect Focused WCF on Low-score andHigh-score Students
4.2.2 The Effects of Teacher’s Indirect Metalinguistic WCF on Low-scoreand High-score Students
4.2.3 The Effects of Teacher’s Indirect Unfocused WCF on Low-score andHigh-score Students
4.2.4 The Effects of No Teacher’s Indirect WCF on Low-score andHigh-score Students
Conclusion
References
Appendix
Acknowledgements
本文編號：3583756
【文章來源】：湖南師范大學湖南省 211工程院校
【文章頁數(shù)】：96 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 The Classification of Teacher’s Written Corrective Feedback
1.2 The Effectiveness of Teacher’s Written Corrective Feedback
1.2.1 The Justification of the Effectiveness of Teacher’s Written CorrectiveFeedback in Improving Writing Accuracy
1.2.2 The Relative Effectiveness of Teacher’s Indirect Written CorrectiveFeedback in Improving Writing Accuracy
Chapter Two Theoretic Basis
2.1 The Noticing Hypothesis
2.2 The Output Hypothesis
Chapter Three Methodology
3.1 Research Design
3.1.1 Research Questions
3.1.2 Research Subjects
3.1.3 Research Instruments
3.2 Research Procedure
3.2.1 Data Collection
3.2.2 Data Analysis
Chapter Four Results and Discussion
4.1 The Effects of Teacher's Indirect WCF
4.1.1 The Effects of Teacher's Indirect Focused WCF
4.1.2 The Effects of Teacher’s Indirect Metalinguistic WCF
4.1.3 The Effects of Teacher's Indirect Unfocused WCF
4.1.4 The Effects of No Teacher’s Indirect WCF
4.1.5 The Relative Effectiveness of Teacher's Indirect WCF
4.2 The Effects of Teacher's Indirect WCF on Low-score and High-score Students
4.2.1 The Effects of Teacher’s Indirect Focused WCF on Low-score andHigh-score Students
4.2.2 The Effects of Teacher’s Indirect Metalinguistic WCF on Low-scoreand High-score Students
4.2.3 The Effects of Teacher’s Indirect Unfocused WCF on Low-score andHigh-score Students
4.2.4 The Effects of No Teacher’s Indirect WCF on Low-score andHigh-score Students
Conclusion
References
Appendix
Acknowledgements
本文編號：3583756
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