書面反饋和評(píng)價(jià)是英語寫作教學(xué)中的重要環(huán)節(jié)。近年來,各類型書面反饋的有效性及其對(duì)英語寫作的影響成為國(guó)內(nèi)外研究者關(guān)注的熱點(diǎn)話題,但對(duì)教師評(píng)價(jià)的研究相對(duì)較少。已有研究主要聚焦于直接反饋和間接反饋,對(duì)錯(cuò)誤代碼反饋的研究相對(duì)有限,比較錯(cuò)誤代碼反饋與整合性反饋(錯(cuò)誤代碼反饋與教師評(píng)價(jià)相結(jié)合)對(duì)英語寫作影響的研究更不多見。因此,本研究從寫作動(dòng)機(jī)和寫作水平兩個(gè)維度探究不同類型錯(cuò)誤代碼反饋(錯(cuò)誤代碼反饋與附帶情感型教師評(píng)語的錯(cuò)誤代碼反饋)對(duì)初中生英語寫作的影響�；诨�(dòng)假說、輸出假說和情感過濾假說,該研究主要回答以下兩個(gè)問題:(1)不同類型錯(cuò)誤代碼反饋對(duì)初中生英語寫作動(dòng)機(jī)有何影響?(2)不同類型錯(cuò)誤代碼反饋對(duì)初中生英語寫作水平有何影響?本研究以湖南某普通初中20名初二學(xué)生為研究對(duì)象,設(shè)置實(shí)驗(yàn)組(接受附加情感型教師評(píng)語的錯(cuò)誤代碼反饋)和控制組(只接受錯(cuò)誤代碼反饋)。兩組受試共參加了4次寫作測(cè)試和一次問卷調(diào)查,實(shí)驗(yàn)歷時(shí)8周,所得數(shù)據(jù)利用SPSS進(jìn)行統(tǒng)計(jì)分析。研究發(fā)現(xiàn):(1)錯(cuò)誤代碼反饋和附加情感型教師評(píng)語的錯(cuò)誤代碼反饋都能使學(xué)生具有較強(qiáng)的寫作動(dòng)機(jī)來采取措施提高自己的寫作,但附加情感型教師評(píng)語的錯(cuò)誤代碼反饋效果更加顯著。(2)錯(cuò)誤代碼反饋和附加情感型教師評(píng)語的錯(cuò)誤代碼反饋都能提高學(xué)生的寫作水平,其中對(duì)語法和內(nèi)容的效果最為突出。但是,附加情感型教師評(píng)語的錯(cuò)誤代碼反饋在提給學(xué)生的拼寫和結(jié)構(gòu)方面更有效。研究結(jié)果表明:教師有必要在初中英語寫作教學(xué)中運(yùn)用整合性反饋輔助教學(xué)。與單獨(dú)的錯(cuò)誤代碼反饋相比,附加情感型教師評(píng)語的錯(cuò)誤代碼反饋能使學(xué)生具有更強(qiáng)的寫作動(dòng)機(jī),從而更好地提高學(xué)生的英語寫作水平。本研究進(jìn)一步豐富了互動(dòng)假說、輸出假說和情感過濾假說,對(duì)英語寫作教學(xué)有一定的指導(dǎo)作用。由于樣本量、研究材料等資源限制,本研究?jī)H部分呈現(xiàn)了不同類型的錯(cuò)誤代碼反饋對(duì)初中生英語寫作動(dòng)機(jī)和寫作水平的影響。
【學(xué)位單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位年份】：2019
【中圖分類】：G633.41
【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 An Introduction to Written Corrective Feedback
        1.1.1 Classifications of Written Corrective Feedback
        1.1.2 Studies on Efficacy of Written Corrective Feedback
    1.2 Studies on Effects of Meta-linguistic Feedback on English Writing
        1.2.1 Studies on Effects of Coded Error Feedback on English Writing
        1.2.2 Studies on Effects of Meta-linguistic Explanation on English Writing
    1.3 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing
        1.3.1 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing Motivation
        1.3.2 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing Proficiency
    1.4 Summary
Chapter Two Theoretical Basis
    2.1 Interaction Hypothesis
    2.2 Output Hypothesis
    2.3 The Affective Filter Hypothesis
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Subjects
        3.1.3 Research Instruments
    3.2 Research Procedure
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Effects of Different Types of Coded Error Feedback on English Writing Motivation
        4.1.1 Perceived Usefulness of Different Types of Coded Error Feedback
        4.1.2 Perceived Encouragement of Different Types of Coded Error Feedback
    4.2 Effects of Different Types of Coded Error Feedback on English Writing Proficiency
        4.2.1 Changes of the Two Groups' Total Scores of English Writing From Pre-test to Post-test
        4.2.2 Changes of the Two Groups' Wording and Spelling Scores of English Writing From Pre-test to Post-test
        4.2.3 Changes of the Two Groups' Grammar Scores of English Writing From Pre-test to Post-test
        4.2.4 Changes of the Two Groups' Content Scores of English Writing From Pre-test to Post-test
        4.2.5 Changes of the Two Groups' Structure Scores of English Writing From Pre-test to Post-test
    4.3 Summary
Conclusion
References
Appendix Ⅰ Writing Tasks of Pre-test and Post-test
Appendix Ⅱ List of Error Codes Grouped Into Error Types
Appendix Ⅲ Rubrics Used to Score Drafts
Appendix Ⅳ Samples of Students' writings and revisions
Appendix Ⅴ Writing Scores of Pre-test and Post-test
Appendix Ⅵ Questionnaire
Appendix Ⅶ Data Collected From Questionnaires
Acknowledgements

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