發(fā)布時(shí)間：2022-01-15 06:52

　　在二語(yǔ)寫作和二語(yǔ)習(xí)得領(lǐng)域中,書面糾錯(cuò)反饋的研究長(zhǎng)期以來(lái)受到研究者和寫作教師的廣泛關(guān)注和激烈討論。關(guān)于教師如何在二語(yǔ)寫作教學(xué)中提供反饋,研究者們發(fā)表了深刻的見解,而同伴反饋及其對(duì)學(xué)生寫作能力的影響并未提及。二語(yǔ)寫作研究中,衡量寫作能力發(fā)展的主要標(biāo)準(zhǔn)分別是復(fù)雜度、準(zhǔn)確度和流利度。然而,由于復(fù)雜性偏離了我國(guó)以書面產(chǎn)出流利性及準(zhǔn)確性為核心的寫作評(píng)價(jià)體系,寫作復(fù)雜性的研究一直被專家學(xué)者所忽視。近幾十年來(lái),研究者們開始關(guān)注句法復(fù)雜性并就此開展了多種探索性研究。然而,關(guān)于兩種書面糾錯(cuò)反饋對(duì)英語(yǔ)熟練程度低的高中生寫作句法復(fù)雜度發(fā)展的實(shí)證研究是比較罕見的。聚焦于二語(yǔ)寫作中這一重要話題,為進(jìn)一步了解書面糾錯(cuò)反饋對(duì)英語(yǔ)熟練程度低的高中生寫作句法復(fù)雜度發(fā)展的影響,本研究通過(guò)分析所收集的作文和問卷訪談數(shù)據(jù)來(lái)跟蹤學(xué)生議論文寫作句法復(fù)雜度的發(fā)展變化。研究被試為江西省一所重點(diǎn)中學(xué)的兩個(gè)班的101名高二學(xué)生。所有被試需在17周的寫作訓(xùn)練中每?jī)芍茏珜懸黄魑募疵课槐辉囆鑼?篇作文,本研究的前后測(cè)總共收集202份作文。本研究旨在探索哪一種書面糾錯(cuò)反饋,教師反饋還是同伴反饋,對(duì)學(xué)生句法復(fù)雜度的發(fā)展影響更大,以及學(xué)生對(duì)兩種反饋... 

【文章來(lái)源】：江西師范大學(xué)江西省

【文章頁(yè)數(shù)】：76 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research Significance
        1.2.1 Theoretical significance
        1.2.2 Pedagogical significance
    1.3 Research Framework
Chapter Two Literature Review
    2.1 Definitions of Corrective Feedback
    2.2 Types of Corrective Feedback
        2.2.1 Focused CF vs.unfocused CF
        2.2.2 Direct CF vs.indirect CF
        2.2.3 Teacher feedback vs.Peer feedback
    2.3 Theoretical Foundation of Corrective Feedback
        2.3.1 Collaborative Learning Theory
        2.3.2 Social-cultural Theory
    2.4 Previous Studies on Corrective Feedback at Home and Abroad
        2.4.1 Studies on Corrective Feedback Abroad
        2.4.2 Studies on Corrective Feedback at Home
        2.4.3 Studies on Comparison between Teacher and Peer Feedback
    2.5 Reviews on Syntactic Complexity at Home and Abroad
        2.5.1 Reviews on syntactic complexity abroad
        2.5.2 Reviews on syntactic complexity at home
    2.6 The Influence of Corrective Feedback on Syntactic Complexity
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Writing tasks
        3.3.2 General Patterns in WCF
        3.3.3 Questionnaire
        3.3.4 Semi-structured interview
    3.4 Data collection
    3.5 Data analysis
        3.5.1 Analysis of WCF and Syntactic Complexity
        3.5.2 Analysis of Questionnaire and Interview Data
Chapter Four Results and Discussions
    4.1 Analysis of Student Texts
        4.1.1 Analysis of holistic rating
        4.1.2 Analysis of Research Question One
    4.2 Analysis of Questionnaire and Interview Data
        4.2.1 Analysis of Questionnaire Data
        4.2.2 Analysis of Interview Data
Chapter Five Conclusion and Implications
    5.1 Major Findings
        5.1.2 Research Question One
        5.1.3 Research Question Two
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Future Research
Bibliography
AppendixⅠ Student Questionnaire
AppendixⅡ Guide for the Semi-Structured Interview(translated)
AppendixⅢ Writing Tasks
Acknowledgement


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