本文選題：銜接 + 直接糾正性反饋��； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：在外語(yǔ)寫(xiě)作教學(xué)中,教師經(jīng)常針對(duì)學(xué)生寫(xiě)作中的錯(cuò)誤提出書(shū)面糾正性反饋。教師的反饋涉及到很多語(yǔ)言知識(shí)點(diǎn),其中銜接是最重要的一個(gè)。然而,之前的很多研究并沒(méi)有太多關(guān)注反饋對(duì)銜接習(xí)得的影響。本文試圖通過(guò)一個(gè)實(shí)驗(yàn)研究來(lái)探討在二語(yǔ)寫(xiě)作中糾正性反饋對(duì)銜接習(xí)得可能產(chǎn)生的影響。本文以注意假設(shè)、輸出假設(shè)和互動(dòng)理論為基礎(chǔ),嘗試回答以下兩個(gè)研究問(wèn)題:一、教師書(shū)面糾正性反饋能提高高中生英語(yǔ)寫(xiě)作中照應(yīng)、省略、替代、連接和詞匯銜接手段的正確運(yùn)用嗎?二、如果能提高,直接反饋和間接反饋,哪種糾正性反饋更有效?為了回答以上問(wèn)題,作者進(jìn)行了一場(chǎng)實(shí)驗(yàn)研究。15名中等水平的學(xué)生參加此實(shí)驗(yàn)并被分成3組:控制組、直接反饋組和間接反饋組,每組5人。在實(shí)驗(yàn)過(guò)程中,他們每人寫(xiě)5篇作文,研究者根據(jù)不同的組別提供不同類(lèi)型的反饋。具體而言,控制組不接受任何關(guān)于銜接的反饋,只接受普通反饋,比如修改語(yǔ)法、單詞拼寫(xiě)錯(cuò)誤等;直接反饋組和間接反饋組在給予普通反饋的基礎(chǔ)上,給予銜接反饋。直接反饋組得到直接的銜接反饋;而間接反饋組得到間接的銜接反饋。之后作者會(huì)對(duì)學(xué)生作文2到5中銜接手段的運(yùn)用情況與作文1進(jìn)行整體銜接手段的比較,具體每個(gè)銜接手段和其子項(xiàng)目銜接的比較,包括銜接頻率,范圍和比例的探討。針對(duì)以上研究問(wèn)題,本文采用量化分析法和質(zhì)化歸納法對(duì)銜接頻率數(shù)據(jù)進(jìn)行分析,研究發(fā)現(xiàn):直接糾正性反饋對(duì)銜接習(xí)得有一定的積極影響;間接糾正性反饋對(duì)銜接的習(xí)得更有效。具體來(lái)說(shuō),直接和間接糾正性反饋已經(jīng)有效地改正了代詞和定冠詞的使用。間接反饋可以有效地增加銜接手段運(yùn)用的頻率,平衡銜接手段的類(lèi)別。間接反饋對(duì)照應(yīng)、連接和詞匯銜接手段的習(xí)得有促進(jìn)作用。間接反饋組存在同義銜接比例的小幅增加和重復(fù)銜接的下降。而直接反饋對(duì)銜接的促進(jìn)作用有限,僅僅對(duì)于修正照應(yīng)錯(cuò)誤有促進(jìn)作用。此研究目的是讓教師認(rèn)識(shí)到書(shū)面糾正性反饋對(duì)學(xué)生銜接習(xí)得的影響,提高教師反饋的效果。該研究結(jié)果對(duì)于二語(yǔ)寫(xiě)作和二語(yǔ)寫(xiě)作教學(xué)有一定的指導(dǎo)意義。
[Abstract]:In foreign language writing teaching, teachers often provide written corrective feedback on students' errors in writing. Teacher feedback involves a lot of language knowledge, among which cohesion is the most important. However, many previous studies have not paid much attention to the effect of feedback on cohesion acquisition. This paper attempts to explore the possible impact of corrective feedback on cohesion acquisition in second language writing through an experimental study. Based on attention hypothesis, output hypothesis and interaction theory, this paper attempts to answer the following two research questions: first, teachers' written corrective feedback can improve the reference, omission and substitution in senior high school students' English writing; The correct use of connectedness and lexical cohesion? Second, if you can improve, direct or indirect feedback, which corrective feedback is more effective? In order to answer the above questions, the author conducted an experimental study in which 15 middle level students participated in the experiment and were divided into three groups: control group, direct feedback group and indirect feedback group, with 5 students in each group. In the course of the experiment, they each wrote five compositions, and the researchers provided different types of feedback according to different groups. Specifically, the control group does not accept any feedback on cohesion, but only accepts common feedback, such as modifying grammar, spelling mistakes, etc. The direct feedback group and indirect feedback group give cohesion feedback on the basis of giving ordinary feedback. Direct feedback group gets direct cohesion feedback, while indirect feedback group gets indirect cohesion feedback. After that, the author will compare the application of cohesive devices in students' compositions 2 to 5 with that of composition 1, and compare each cohesive device with its sub-items, including the frequency, scope and proportion of cohesion. Aiming at the above problems, this paper uses quantitative analysis method and qualitative induction method to analyze cohesion frequency data. The results show that direct corrective feedback has a positive effect on cohesion acquisition; Indirect corrective feedback is more effective in the acquisition of cohesion. Specifically, direct and indirect corrective feedback has effectively corrected the use of pronouns and definite articles. Indirect feedback can effectively increase the frequency of cohesive devices and balance the categories of cohesive devices. Indirect feedback should promote the acquisition of connectedness and lexical cohesion. The indirect feedback group had a small increase in synonymous cohesion ratio and a decrease in repetition cohesion. Direct feedback has a limited effect on cohesion, but only on correction of anaphora errors. The purpose of this study is to make teachers realize the influence of written corrective feedback on students' cohesive acquisition and improve the effect of teacher feedback. The results of this study are helpful to the teaching of second language writing and second language writing.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1894249