在高中英語(yǔ)寫(xiě)作教學(xué)中,教師對(duì)學(xué)生的寫(xiě)作給予反饋是極為重要的環(huán)節(jié)。書(shū)面糾正性反饋?zhàn)鳛榻處煼答伒闹饕问?是糾正寫(xiě)作錯(cuò)誤的重要形式。之前的許多研究都關(guān)注于寫(xiě)作中語(yǔ)言準(zhǔn)確性進(jìn)行研究,較少有研究分析書(shū)面糾正性反饋對(duì)高中英語(yǔ)寫(xiě)作銜接手段的有效性。本文將試圖通過(guò)實(shí)驗(yàn)和訪談的方式以教師書(shū)面糾正性反饋為例來(lái)探究教師評(píng)改對(duì)高中英語(yǔ)寫(xiě)作銜接手段的有效性。結(jié)合先前的國(guó)內(nèi)外研究,本文以注意假設(shè)和輸入輸出假設(shè)為理論基礎(chǔ),將嘗試回答以下三個(gè)問(wèn)題:第一,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運(yùn)用嗎?第二,如果能提高,直接糾正性反饋和間接糾正性反饋哪種更有效?第三,這種有效性是如何體現(xiàn)的,應(yīng)該如何增強(qiáng)這種有效性?針對(duì)諸上問(wèn)題,本研究開(kāi)展了實(shí)驗(yàn)研究和訪談研究。在實(shí)驗(yàn)伊始,12名中等水平的學(xué)生被分為3組:直接組、間接組和控制組。實(shí)驗(yàn)中,每人寫(xiě)3篇文章,分別接受不同類型的反饋�？刂平M只接受除了銜接反饋以外的普通反饋;直接組和間接組除了接受普通反饋之外,分別接受直接反饋和間接反饋。之后進(jìn)行后測(cè)和延遲后測(cè),學(xué)生分別寫(xiě)文章4和文章5。并對(duì)這5次作文中銜接使用的數(shù)量、頻率和改正情況進(jìn)行比較研... 

【文章來(lái)源】：山東師范大學(xué)山東省

【文章頁(yè)數(shù)】：85 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Research Significance
    1.3 Framework of the Study
Chapter Two Literature Review
    2.1 Written Corrective Feedback
        2.1.1 Definition
        2.1.2 Classification
    2.2 Cohesion
        2.2.1 Definition
        2.2.2 Classification
        2.2.3 Framework of Cohesion Analysis
    2.3 Theoretical Foundation
        2.3.1 The Noticing Hypothesis
        2.3.2 The Input and Output Hypothesis
    2.4 Relevant Studies about Corrective Feedback in English Teaching at Abroad andHome
        2.4.1 Studies about Corrective Feedback in English Teaching at Abroad
        2.4.2 Studies about Corrective Feedback in English Teaching at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
    3.4 Research Process
        3.4.1 Research Methods
        3.4.2 Research Procedure
        3.4.3 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 Overall Use of Cohesive Devices
        4.1.1 The Changes of Cohesive Devices
        4.1.2 The Significance of the Changes
    4.2 The Use of Each Type of Cohesive Devices
        4.2.1 Changes in the Use of Reference Devices
        4.2.2 Changes in the Use of Ellipsisand Substitution Devices
        4.2.3 Changes in the Use of Conjunction Devices
        4.2.4 Changes in the Use of Lexical Cohesion Devices
    4.3 Summary and Discussions
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study and Suggestions for Future Researches
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
Acknowledgements



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