二语写作中的准确性：读后续写与书面纠正性反馈的对比研究

发布时间：2024-02-01 07:28

　　利用“语言输入”来促进写作教学一直是二语习得领域的研究热点。传统写作教学以纠正性反馈为重要输入形式,利用纠错来提高学生二语写作的准确性。近年来,通过输入正面证据以提高外语学习效率的读后续写任务引起了研究者广泛关注,旨在激活二语写作的协同效应、实现以续促学。基于此,本研究进一步探究读后续写任务能否提高二语学习者在议论文语言准确度方面的表现,并对比读后续写与书面纠正性反馈在语言准确度上的促学效果。该准实验设计依托于英语写作课,为期9周,包括前测、干预和后测。来自3个平行班的66名英语学习者被随机分配在两个实验组(续写组和反馈组)和一个对照组,每组参与者为22人。在3次干预阶段中,续写组阅读不完整的议论文后进行续写、补全内容;反馈组完成命题写作任务后,并接收书面纠正性反馈;控制组完成与反馈组相同的命题写作任务,但不接收反馈。干预结束后,对学生后测文本中的错误进行标注,根据偏误率来评估三组学习者在二语写作准确度方面的表现。研究结果发现:(1)续写组文本中的错误率显著低于控制组,表明读后续写任务能够有效提高二语议论文写作中的语言准确度;(2)续写组和反馈组后测文本中的语言准确度无显著差异,证明读...

【文章页数】：78 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Research background
    1.2 Research rationale
    1.3 Research questions
    1.4 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Two types of input in language learning
        2.2.1 Input comprising positive evidence
        2.2.2 Input comprising negative evidence
    2.3 Studies on the continuation task
        2.3.1 Defining the continuation task
        2.3.2 Comprehensible input
        2.3.3 Alignment in language learning
        2.3.4 Empirical findings about the continuation task
        2.3.5 Gaps in the continuation task research
    2.4 Studies on written corrective feedback
        2.4.1 Defining written corrective feedback
        2.4.2 Cognitively informed research on written corrective feedback
        2.4.3 Socioculturally informed research on written corrective feedback
        2.4.4 Empirical findings about written corrective feedback
        2.4.5 Gaps in written corrective feedback research
    2.5 Summary
CHAPTER THREE THE STUDY
    3.1 Overview
    3.2 Participants
    3.3 Research design
    3.4 Materials
    3.5 Data collection and analysis
        3.5.1 Data collection procedure
        3.5.2 Operationalization of variables
        3.5.3 Teachers’ assessment
    3.6 Summary
CHAPTER FOUR RESULTS
    4.1 Overview
    4.2 Comparison of the three groups
        4.2.1 Results concerning research question 1
        4.2.2 Results concerning research question 2
    4.3 Summary
CHAPTER FIVE DISCUSSION
    5.1 Overview
    5.2 Potential of the continuation task for L2 learning
    5.3 Evidence in support of written corrective feedback
    5.4 Comparison between the two writing pedagogies
    5.5 Summary
CHAPTER SIX CONCLUSION
    6.1 Overview
    6.2 Summary of key findings
    6.3 Pedagogical implications
    6.4 Future directions
    6.5 Limitations of the study
    6.6 Conclusion
REFERENCES
APPENDICES
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