發(fā)布時間：2022-01-09 05:46

　　糾正性反饋作為二語習(xí)得領(lǐng)域的重要問題一直備受關(guān)注,其中口頭糾正性反饋被廣泛運用于課堂教學(xué)環(huán)境中。近年來有關(guān)聚焦與非聚焦反饋的研究逐漸增加,但是聚焦和非聚焦反饋效果尚無定論,對口頭糾正性反饋發(fā)生作用的學(xué)習(xí)者因素的研究也存在不足,其中包括語言水平和工作記憶容量。本研究為探究聚焦與非聚焦反饋效果和影響反饋效果的學(xué)習(xí)者因素,圍繞以下三個研究問題展開:1)聚焦和非聚焦反饋對中國英語學(xué)習(xí)者口語產(chǎn)出準(zhǔn)確度有何影響?2)語言水平對聚焦和非聚焦反饋的效果是否存在調(diào)節(jié)作用?3)工作記憶容量對聚焦和非聚焦反饋的效果是否存在調(diào)節(jié)作用?本研究通過控制對比實驗對67名中級英語學(xué)習(xí)者進行研究,依照接受反饋的類型,67名研究對象被分為語言水平相當(dāng)?shù)娜M:聚焦組、非聚焦組和控制組。實驗歷時五周,通過四次故事復(fù)述和兩次改錯測試分別測量聚焦和非聚焦反饋對中國英語學(xué)習(xí)者英語冠詞使用準(zhǔn)確率作用。研究者對兩個實驗組進行了不同形式的反饋:聚焦反饋針對英語冠詞;非聚焦反饋則包括英語動詞、名詞結(jié)尾、冠詞、詞語選擇和句子結(jié)構(gòu)。本研究采用完形填空測試來測量研究對象的語言水平,以聽力廣度測試和口語廣度測試來測量研究對象的工作記憶容量。實驗結(jié)... 

【文章來源】：江南大學(xué)江蘇省 211工程院校 教育部直屬院校

【文章頁數(shù)】：114 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
LIST OF ABBREVIATIONS
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Aims and Significance of the Present Study
    1.3 Outline of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Corrective Feedback
        2.1.1 Theoretical explanations for corrective feedback
        2.1.2 Studies on corrective feedback
        2.1.3 Studies on oral corrective feedback
    2.2 Focused CF and Unfocused CF
        2.2.1 Theoretical explanation of focused and unfocused CF
        2.2.2 Controversies over the effectiveness of focused and unfocused CF
    2.3 Language Proficiency and CF
    2.4 Working Memory and Working Memory Capacity
        2.4.1 Concepts of working memory and working memory capacity
        2.4.2 WMC and SLA
        2.4.3 WMC and CF
    2.5 Summary
Chapter Three RESEARCH METHOD
    3.1 Research Questions
    3.2 Participants
    3.3 Target structure
    3.4 Procedures of the Experiment
        3.4.1 Pilot study
        3.4.2 The major study
    3.5 Instruments
        3.5.1 Questionnaires
        3.5.2 Language proficiency test
        3.5.3 WMC measurements
        3.5.4 Error correction test
        3.5.5 Retelling materials
        3.5.6 Interview
    3.6 Scoring
        3.6.1 Scoring of the cloze test
        3.6.2 Scoring of WMC
        3.6.3 Scoring of the error correction test
        3.6.4 Scoring of accuracy in oral production
    3.7 Data Analysis
    3.8 Summary
Chapter Four RESULTS AND DISCUSSIONS
    4.1 The Effects of Focused and Unfocused CF
        4.1.1 Results of the retelling tasks
        4.1.2 Results of the error correction tests
        4.1.3 Effect size of CF
        4.1.4 Discussion
    4.2 Language Proficiency and Effects of Focused and Unfocused CF
        4.2.1 The relationship between language proficiency and effects of CF
        4.2.2 Discussion
    4.3 WMC and the Effects of Focused and Unfocused CF
        4.3.1 The relationship between LST and the effects of CF
        4.3.2 The relationship between SST and the effects of CF
        4.3.3 Discussion
    4.4 Further Analysis:Learner Attitude to CF and Retelling Tasks
    4.5 Summary
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Directions for Future Research
REFERENCES
APPENDICES
    Appendix Ⅰ Papers Published during the MA Program
    Appendix Ⅱ Questionnaire for Background Information
    Appendix Ⅲ Attitude Questionnaire
    Appendix Ⅳ Language Proficiency Test
    Appendix Ⅴ The Listening Span Test
    Appendix Ⅵ The Speaking Span Test
    Appendix Ⅶ Error Correction Test
    Appendix Ⅷ Retelling Materials
    Appendix Ⅸ Interview Questions



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