外語(yǔ)寫(xiě)作是一種語(yǔ)言輸出技能。與英語(yǔ)學(xué)習(xí)的其他技能--聽(tīng),說(shuō),讀是緊密相聯(lián)的。英語(yǔ)學(xué)習(xí)是一個(gè)統(tǒng)一和完整的過(guò)程。寫(xiě)作不僅是輸出的過(guò)程,也是再創(chuàng)造的過(guò)程,寫(xiě)作也是英語(yǔ)學(xué)習(xí)者與其他各種技能連接的媒介。錯(cuò)誤糾正反饋在外語(yǔ)寫(xiě)作中的研究是近年來(lái)語(yǔ)言學(xué)研究的熱點(diǎn)。反饋是英語(yǔ)寫(xiě)作中一個(gè)重要的研究課題,它對(duì)英語(yǔ)寫(xiě)作教學(xué)有著重要的意義。有效的反饋可以幫助學(xué)生激發(fā)寫(xiě)作興趣,保持寫(xiě)作熱情,提高寫(xiě)作能力,最大限度地發(fā)揮寫(xiě)作教學(xué)效果。從教師的角度來(lái)看,反饋不僅是幫助學(xué)習(xí)者提高寫(xiě)作技能的認(rèn)知過(guò)程,也是學(xué)習(xí)者相互交流,表達(dá)立場(chǎng),逐步建立人際關(guān)系的社會(huì)認(rèn)知過(guò)程。因此,本研究將從教師反饋的功能出發(fā),進(jìn)一步探討書(shū)面糾正反饋和面子威脅程度對(duì)不同自尊水平學(xué)習(xí)者的寫(xiě)作修改效果的影響。作者提出了以下問(wèn)題:1.教師的反饋明晰度,面子威脅程度與不同自尊水平學(xué)習(xí)者的文章修改有何關(guān)系?2.反饋明晰度與面子威脅程度如何分別影響不同自尊水平的學(xué)生的文章修改?3.不同自尊學(xué)生對(duì)教師反饋明晰度和面子威脅程度的態(tài)度是什么?非英語(yǔ)專(zhuān)業(yè)的91名學(xué)生參加了這個(gè)實(shí)驗(yàn),通過(guò)獨(dú)立樣本T檢驗(yàn)和雙因素組間方差分析探究反饋明晰度和面子威脅程度對(duì)不同自尊水平學(xué)生的表層修... 

【文章來(lái)源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 The Importance of Foreign Language Writing
        1.1.2 Necessity of Feedback of Foreign Language Writing
    1.2 The Motivation of Current Research
    1.3 Significance and Innovation of the Research
    1.4 Research Outline
Chapter Two Literature Review
    2.1 Previous Studies
        2.1.1 Previous Research on the Comparison of Different Types ofCorrective Feedback in the Foreign Language Writing
        2.1.2 Different Forms of Corrective Feedback
            2.1.2.1 Direct Feedback and Indirect Feedback
            2.1.2.2 High Face Threat Feedback and Low FaceThreat Feedback
        2.1.3 Students' Perception to Teachers' Various Feedback on ForeignLanguage Writing 142.2 Problems with Previous Studies
    2.2 Problems with previous studies
        2.2.1 Critique of previous studies
        2.2.2 Implication for current research
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects and Procedure
    3.3 Research Methods
    3.4 Research Instruments
        3.4.1 Self-Esteem Scale （SES）
        3.4.2 The four-level scale
    3.5 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 Differences Between the Different Self-Esteem Level
    4.2 Surface Modification and Meaning Modification under the Interaction ofFeedback Categories and Self-esteem level
        4.2.1 Surface Modification under the Interaction of Feedback Categories andSelf-esteem level
            4.2.1.1 Surface Modification under the Condition of High Clarity andHigh Face Threat
            4.2.1.2 Surface Modification under the Condition of High Clarity andLow Face Threat
            4.2.1.3 Surface Modification under the Condition of Low Clarity andLow Face Threat
            4.2.1.4 Surface Modification under the Condition of Low Clarity andHigh Face Threat
        4.2.2 Meaning Modification under the Interaction of Feedback Categoriesand Self-esteem level
            4.2.2.1 Meaning Modification under the Condition of High Clarity andHigh Face Threat
            4.2.2.2 Meaning Modification under the Condition of High Clarity andLow Face Threat
            4.2.2.3 Meaning Modification under the Condition of Low Clarity andLow Face Threat
            4.2.2.4 Meaning Modification under the Condition of Low Clarity andHigh Face Threat
    4.3 The Effect of Feedback Clarity and Face Threat Level on SurfaceModification and Meaning Modification Respectively
        4.3.1 The Effect of Feedback Clarity on Surface Modification
        4.3.2 The Effect of Feedback Clarity on Meaning Modification
        4.3.3 The Effect of Face Threat Level on Surface Modification
        4.3.4 The Effect of Face Threat Level on Meaning Modification
    4.4 Perception of Students of Different Self-esteem Level to Feedback Clarityand Face Threat Level
        4.4.1 Perception of Students of Different Self-esteem Levelto Feedback Clarity
        4.4.2 Perception of Students of Different Self-esteem Levelto face threat level
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendices
攻讀學(xué)位期間科研成果


【參考文獻(xiàn)】：
期刊論文
[1]二語(yǔ)寫(xiě)作互動(dòng)中的糾錯(cuò)反饋:爭(zhēng)議與對(duì)策[J]. 李學(xué)晉.  語(yǔ)言教學(xué)與研究. 2017(01)
[2]英語(yǔ)專(zhuān)業(yè)寫(xiě)作小組同伴反饋和教師反饋效果研究[J]. 劉永厚.  外語(yǔ)界. 2015(01)
[3]大學(xué)英語(yǔ)寫(xiě)作反饋方式的對(duì)比研究[J]. 周一書(shū).  外語(yǔ)界. 2013(03)
[4]我國(guó)英語(yǔ)寫(xiě)作教學(xué)三種反饋方式的對(duì)比研究[J]. 楊麗娟,楊曼君,張陽(yáng).  外語(yǔ)教學(xué). 2013(03)
[5]教師書(shū)面反饋中的母語(yǔ)中介功能探究:社會(huì)文化活動(dòng)理論視角[J]. 于書(shū)林.  外語(yǔ)界. 2013(02)
[6]英語(yǔ)寫(xiě)作教學(xué)中教師書(shū)面反饋效果的案例研究[J]. 李競(jìng).  外語(yǔ)界. 2013(02)
[7]大學(xué)英語(yǔ)寫(xiě)作多樣性評(píng)改反饋研究[J]. 姚欣,萬(wàn)靜然.  外語(yǔ)研究. 2012(02)
[8]中國(guó)學(xué)生英語(yǔ)寫(xiě)作中教師書(shū)面反饋特征與學(xué)生反應(yīng)的案例研究[J]. 李競(jìng).  外語(yǔ)界. 2011(06)
[9]中國(guó)大學(xué)生英語(yǔ)寫(xiě)作在線同伴反饋和教師反饋對(duì)比研究[J]. 蔡基剛.  外語(yǔ)界. 2011(02)
[10]寫(xiě)作任務(wù)的練習(xí)效應(yīng)和教師反饋對(duì)不同外語(yǔ)水平學(xué)生寫(xiě)作質(zhì)量和流利度的影響[J]. 貝曉越.  現(xiàn)代外語(yǔ). 2009(04)



本文編號(hào)：3047891