本文選題：間接書面糾錯 + 錯誤類型　； 參考：《揚州大學》2017年碩士論文

【摘要】：如何提高寫作教學的有效性和學生的寫作水平一直都是困擾教師和學生的難題。間接書面糾錯反饋作為寫作教學中最常用的反饋方式之一,其在語言習得方面中的有效性己經(jīng)被國內外大量實證研究從多種角度進行探討。但這些研究大都是在ESL背景下開展,國內有關初中英語教師間接書面糾錯反饋的實證研究則相對較少�；谝延械难芯�,本研究主要探尋EFL背景下英語教師間接書面糾錯反饋對初中生寫作的影響,目的是引起學生對錯誤的意識并且能夠自我修正這些錯誤,從而提高學生的寫作能力。本研究旨在回答如下三個問題:1.高分學生和低分學生寫作錯誤類型的分布情況如何?2.高分學生和低分學生對間接書面糾錯性反饋的接納程度如何?3.高分學生和低分學生對間接書面糾錯性反饋的自我修正程度如何?為回答以上三個問題,筆者在河南省安陽市某中學進行了為期兩個月的實驗。根據(jù)期中測試成績從初三年級兩個班提取前20名和后20名學生分為高分組和低分組作為研究對象。通過六次寫作任務,每次給予30分鐘寫100單詞的作文,然后對這些學生的作文給予間接書面糾錯反饋,之后參考Park(2016)對學生寫作錯誤的分類,利用SPSS獨立樣本T檢驗對兩組學生寫作實驗的數(shù)據(jù)進行分析和比較,得出以下研究發(fā)現(xiàn):第一,無論高、低分組,學生英語寫作中有關時態(tài)和動詞詞形的錯誤出現(xiàn)頻率最高,其次是詞匯誤用,拼寫錯誤和小品詞使用錯誤。高分組學生寫作錯誤主要集中在時態(tài)和動詞詞形錯誤。低分組學生寫作錯誤主要集中在拼寫錯誤和詞匯誤用。高低分組學生的錯誤類型分布存在顯著差異。第二,高分組和低分組學生能夠接納理解超過一半的錯誤。高分組學生對時態(tài)和動詞詞形錯誤的接納能力明顯高于低分組學生。但是仍有三分之一的錯誤沒有被兩組學生接納。其中,低分組學生對時態(tài)錯誤和小品詞使用錯誤的接納能力最弱,并且兩組學生對詞匯誤用錯誤的接納能力都較弱,不存在顯著性差異。第三,高分組和低分組學生能夠自我修正大多數(shù)的錯誤,高分組學生在拼寫錯誤、小品詞使用錯誤和詞匯誤用的自我修正能力強于低分組學生。但是仍有一部分錯誤沒有被兩組學生自我修正。其中,低分組學生對拼寫錯誤的自我修正能力最差,并且兩組學生對時態(tài)和動詞詞形錯誤的自我修正能力都較弱,不存在顯著性差異�；谝陨涎芯堪l(fā)現(xiàn),得出以下教學啟示:(1)針對高低分學生寫作錯誤類型分布的情況教師應給予不同的重視,細化基礎語法知識點,強化學生對語法的理解;(2)教師應細化自己的間接糾錯反饋類型以便提高學生對教師間接糾錯反饋的接納能力;(3)針對高分學生和低分學生的自我修正能力的差距,教師應著重提升學生的基礎語法實際運用能力。
[Abstract]:How to improve the effectiveness of writing teaching and students writing level has been puzzling teachers and students.As one of the most commonly used feedback methods in writing teaching, the effectiveness of indirect written error correction feedback in language acquisition has been discussed by a large number of empirical studies at home and abroad from various angles.However, most of these studies are carried out under the background of ESL, and there are relatively few empirical studies on indirect written error correction feedback of junior high school English teachers in China.Based on previous studies, this study explores the influence of indirect written error correction feedback on junior high school students' writing in the context of EFL, with the aim of generating students' awareness of errors and being able to correct them themselves.So as to improve the students' writing ability.The purpose of this study is to answer the following three questions: 1: 1.What is the distribution of the types of writing errors between high score students and low score students?The acceptance of indirect written error-correction feedback by high score students and low score students is 3. 3%.What is the degree of self-correction of indirect written error-correction feedback between high and low score students?In order to answer the above three questions, the author conducted a two-month experiment in a middle school in Anyang City, Henan Province.According to the results of midterm test, the top 20 students and the latter 20 students were divided into high score group and low score group.They were given 30 minutes to write 100 words at a time, and then indirect written error correction feedback was given to the students' compositions, and then the classification of students' writing errors was given with reference to Parkf2016.SPSS independent sample T test is used to analyze and compare the data of the two groups of students' writing experiments. The following results are obtained: first, the errors about tenses and verb forms appear most frequently in English writing, no matter whether they are in high or low groups.The second is misuse of vocabulary, spelling errors and use mistakes of sketch words.High-score students' writing errors mainly focus on tense and verb-shaped errors.Low-group students' writing errors mainly focus on spelling errors and vocabulary misuses.There are significant differences in the distribution of error types between high and low group students.Second, high-score and low-group students were able to accept more than half of the mistakes.The acceptance of tense and verb errors in the high score group was significantly higher than that in the low score group.But there are still 1/3 mistakes not accepted by the two groups of students.Among them, the low group students have the weakest acceptance ability to the errors of tense and sketch words, and the acceptance ability of the two groups of students to the misuse of vocabulary is weak, there is no significant difference between the two groups.Thirdly, the students of high score group and low group can self-correct most mistakes, and the students of high score group have better self-correcting ability in spelling error, essay usage error and vocabulary misuse than those in low group group.But there are still some mistakes that were not corrected by the two groups of students.Among them, the low group students have the worst ability to correct spelling errors, and the two groups of students have weak self-correction ability to tense and verb form errors, there is no significant difference between the two groups.Based on the above findings, the following teaching enlightenment: 1) the teacher should pay different attention to the distribution of students' writing errors and refine the basic grammar knowledge.To strengthen students' understanding of grammar, teachers should refine their own types of indirect error correction feedback in order to improve students' acceptance ability of teachers' indirect error correction feedback. 3) the gap of self-correction ability between high and low score students.Teachers should focus on improving students' practical ability of using basic grammar.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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本文編號：1753059