書面反饋和評價是英語寫作教學中的重要環(huán)節(jié)。近年來,各類型書面反饋的有效性及其對英語寫作的影響成為國內外研究者關注的熱點話題,但對教師評價的研究相對較少。已有研究主要聚焦于直接反饋和間接反饋,對錯誤代碼反饋的研究相對有限,比較錯誤代碼反饋與整合性反饋(錯誤代碼反饋與教師評價相結合)對英語寫作影響的研究更不多見。因此,本研究從寫作動機和寫作水平兩個維度探究不同類型錯誤代碼反饋(錯誤代碼反饋與附帶情感型教師評語的錯誤代碼反饋)對初中生英語寫作的影響�；诨蛹僬f、輸出假說和情感過濾假說,該研究主要回答以下兩個問題:(1)不同類型錯誤代碼反饋對初中生英語寫作動機有何影響?(2)不同類型錯誤代碼反饋對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名初二學生為研究對象,設置實驗組(接受附加情感型教師評語的錯誤代碼反饋)和控制組(只接受錯誤代碼反饋)。兩組受試共參加了4次寫作測試和一次問卷調查,實驗歷時8周,所得數(shù)據(jù)利用SPSS進行統(tǒng)計分析。研究發(fā)現(xiàn):(1)錯誤代碼反饋和附加情感型教師評語的錯誤代碼反饋都能使學生具有較強的寫作動機來采取措施提高自己的寫作,但附加情感型教師評語的錯誤代碼反饋效果更加顯著。(2)錯誤代碼反饋和附加情感型教師評語的錯誤代碼反饋都能提高學生的寫作水平,其中對語法和內容的效果最為突出。但是,附加情感型教師評語的錯誤代碼反饋在提給學生的拼寫和結構方面更有效。研究結果表明:教師有必要在初中英語寫作教學中運用整合性反饋輔助教學。與單獨的錯誤代碼反饋相比,附加情感型教師評語的錯誤代碼反饋能使學生具有更強的寫作動機,從而更好地提高學生的英語寫作水平。本研究進一步豐富了互動假說、輸出假說和情感過濾假說,對英語寫作教學有一定的指導作用。由于樣本量、研究材料等資源限制,本研究僅部分呈現(xiàn)了不同類型的錯誤代碼反饋對初中生英語寫作動機和寫作水平的影響。
【學位單位】：湖南師范大學
【學位級別】：碩士
【學位年份】：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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相關期刊論文 前3條

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2 陳曉湘;彭麗娜;郭興榮;張姣;劉星;;聚焦和非聚焦書面反饋對英語非真實條件虛擬語氣習得的影響[J];外語與外語教學;2013年02期

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