本研究試圖探討的是教師書(shū)面修正性反饋對(duì)高中生英語(yǔ)寫(xiě)作準(zhǔn)確性的影響。作為一種產(chǎn)出性技能,英語(yǔ)寫(xiě)作在語(yǔ)言交流當(dāng)中起著不可或缺的作用且引起了國(guó)內(nèi)外教師和學(xué)者的廣泛注意。然而,培養(yǎng)學(xué)生的英語(yǔ)寫(xiě)作能力卻是一個(gè)復(fù)雜而又耗時(shí)的工作,因此他們開(kāi)始尋找合適的方法來(lái)幫助學(xué)生提高英語(yǔ)寫(xiě)作能力。反饋是英語(yǔ)寫(xiě)作過(guò)程當(dāng)中的一個(gè)重要部分,也一直是英語(yǔ)寫(xiě)作教學(xué)與學(xué)習(xí)中不可或缺的指導(dǎo)性元素,尤其在以學(xué)生為中心的過(guò)程法寫(xiě)作教學(xué)中,反饋是驅(qū)使學(xué)習(xí)者體驗(yàn)寫(xiě)作過(guò)程,最終收獲寫(xiě)作成果的一個(gè)主要驅(qū)動(dòng)力。國(guó)內(nèi)外有大量關(guān)于教師書(shū)面修正性反饋的研究,許多研究也已經(jīng)證明了反饋對(duì)于提高學(xué)生英語(yǔ)寫(xiě)作準(zhǔn)確性的重要作用。但是究竟哪一種反饋更能有效提高學(xué)生的寫(xiě)作準(zhǔn)確性,仍然是一個(gè)未被解決的問(wèn)題,主要是由于未充分將學(xué)生的語(yǔ)言水平考慮在內(nèi)以及研究設(shè)計(jì)上的缺陷。另外,在中國(guó)高中英語(yǔ)學(xué)習(xí)環(huán)境下的教師書(shū)面修正反饋的研究相對(duì)來(lái)說(shuō)是有限的。英語(yǔ)的學(xué)習(xí)過(guò)程也是一個(gè)復(fù)雜的認(rèn)知過(guò)程,個(gè)體的認(rèn)知能力對(duì)學(xué)生的二語(yǔ)學(xué)習(xí)有很大的影響�；谝陨媳尘�,本文試圖將學(xué)習(xí)者不同的語(yǔ)言水平考慮在內(nèi),來(lái)探究直接,間接以及元語(yǔ)言書(shū)面修正性反饋在提高學(xué)生寫(xiě)作準(zhǔn)確性方面的差異,進(jìn)一步探究哪一種反... 

【文章來(lái)源】：河北師范大學(xué)河北省

【文章頁(yè)數(shù)】：85 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 Structure of the thesis
Chapter Ⅱ Literature Review
    2.1 Corrective feedback
        2.1.1 Definition of corrective feedback
        2.1.2 Classification of corrective feedback
    2.2 Related studies on written corrective feedback abroad and at home
        2.2.1 Studies on written corrective feedback abroad
        2.2.2 Studies on written corrective feedback at home
    2.3 Theoretical background
        2.3.1 The interaction hypothesis
        2.3.2 The comprehensible output hypothesis
        2.3.3 The noticing hypothesis
Chapter Ⅲ Research Design
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instrument
    3.4 Research procedure
        3.4.1 Preparation for the experiment
        3.4.2 Pretest
        3.4.3 Written corrective feedback treatment
        3.4.4 Immediate post-test and delayed post-test
    3.5 Data collection
    3.6 Data analysis
Chapter Ⅳ Results and Discussion
    4.1 Effects of three written corrective feedback on students’ writing accuracy
        4.1.1 Effects of direct written corrective feedback
        4.1.2 Effects of indirect written corrective feedback
        4.1.3 Effects of metalinguistic written corrective feedback
        4.1.4 Discussion on different effects of written corrective feedback
    4.2 Different effects of three types of written corrective feedback on higher and lower level students’ writing accuracy
        4.2.1 Effects of three types of written corrective feedback on higher-level students’writing accuracy
        4.2.2 Effects of three types of written corrective feedback on lower-level students’writing accuracy
        4.2.3 Discussion on effects of written corrective feedback for higher and lower level students
Chapter Ⅴ Conclusion
    5.1 Major findings of the study
    5.2 Implications of the present study
    5.3 Limitations of the present study and suggestions for future studies
Bibliography
Appendix Ⅰ Topics of the writing assignments
Appendix Ⅱ Samples of Teacher Written Corrective Feedback
Appendix Ⅲ Experimental data
Acknowledgements



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