教师修正性反馈对英语学习者作文词汇习得发展的作用研究

发布时间：2018-06-28 19:02

  本文选题：教师反馈 + 语言学能　； 参考：《华中科技大学》2016年博士论文

【摘要】：教师反馈作为写作过程教学法的重要手段,其对中介语发展的影响是近年来的热门话题。迄今为止,国内外大多数学者将教师反馈研究的焦点放在循环验证教师反馈对促进目标语形式准确的有效性上,教师反馈是否有助于学习者的英语词汇知识水平发展,是否与学习者认知因素产生交互作用则很少有研究涉及。造成这一现象的主要原因在于：一是英语词汇知识概念框架理论尚不完善、概念框架中各维度的操作性定义模糊不清,因而增加操作难度；二是反馈本身具有侧重于语言形式修正的特征,使得大多数研究纷纷将研究焦点放在对学习者语言形式准确性的影响上,而对学习者词汇知识层面的影响潜力关注不够。由于教师反馈及其反馈类型与学习者英语词汇知识发展的关系目前尚无定论,本论文拟探究教师反馈对学习者英语词汇知识发展的作用。本论文基于自建的《中国非英语专业一年级学习者英语历时作文语料库》,采用语料库的文本分析方法,揭示非英语专业一年级学习者在英语写作中以词汇知识广度和深度为潜在变量的发展规律,从而探讨教师反馈对英语学习者作文词汇知识习得的作用。第一章为绪论。本章首先阐述了前人对二语词汇知识概念的界定,确定了本文的英语词汇知识框架。该框架涵盖了影响学习者英语词汇知识习得的两大重要因素和两个基本变量。两大因素是：教师反馈和学习者语言学能因素。两个基本变量是：词汇知识广度和词汇知识深度。本章还回顾了相关主要理论的介绍和评析,综述了前人有关英语词汇知识发展和教师反馈有效性的实证研究,并介绍了本文的研究问题和研究方法。第二章详细介绍了自建的小型《中国非英语专业一年级学习者英语历时作文语料库》及数据获取方法。本文的实验对象是华中科技大学108名非英语专业大学英语一年级学习者,被分为直接反馈组、间接反馈组和控制组,其语料来自于三组学习者入校后第1学期初、第1学期末和第2学期末的324篇英语作文。该语料库由9个子库构成,总库容为73,922词次,语料以三种形式存储：1)生语料；2)POS词类赋码语料；3)失误标注语料。第三章为实证研究。本章使用统计软件SPSS21.0对实验结果进行统计分析,描述教师反馈过程中非英语专业大学英语学习者作文词汇知识广度发展的特征,并探讨了直接反馈和间接反馈两种形式的教师反馈对学习者词汇知识广度的作用。结果表明,直接反馈与间接反馈对英语学习者作文词汇知识广度的作用既存在共性,也有差异。相同的是,直接反馈与间接反馈,对英语学习者作文词汇复杂性、用词准确性以及词汇搭配准确性,都有良好的效果。不同的是,直接反馈对促进英语学习者作文中词汇形式准确性的效果最好,而间接反馈对提高英语学习者作文词汇多样性、词汇密度以及词汇-语法准确性的效果更为显著、持久。第四章为实证研究。本章使用统计软件SPSS21.0对实验结果进行统计分析,描述中国非英语专业大学英语学习者作文词汇知识深度发展的特征,并探讨了直接反馈和间接反馈两种形式的教师反馈对学习者作文词汇知识深度即词块知识习得的影响。结果表明,直接反馈对学习者英语作文词块知识运用的作用不明显,而间接反馈对英语学习者作文词块知识的运用有明显的促进作用。第五章探究了教师反馈和学习者语言学能水平对英语学习者作文词汇知识发展的交互作用。结果表明,教师反馈方式与学习者语言学能水平之间,对于提高英语学习者作文词汇多样性,促进词块知识的运用,以及减少词汇失误,存在显著的交互作用,对于词汇复杂性和词汇密度的增加,则交互性不够显著。高语言学能者更受益于间接反馈,而对低语言学能者来说,直接反馈的促学作用比间接反馈更明显。第六章为结语,简要总结本论文的主要内容和发现,阐述了本论文的意义和价值,探讨了本文对英语词汇教学的启示,并指出了本研究今后研究的方向。
[Abstract]:As an important means of the teaching method of writing process, teacher feedback has been a hot topic in recent years. So far, most scholars at home and abroad have focused on the effectiveness of the feedback of teacher feedback on the accuracy of promoting the form of target language by the feedback of circular verifying teachers, and whether teacher feedback helps the learners' English. There are few studies involved in the development of vocabulary knowledge level and the interaction with learners' cognitive factors. The main reasons for this phenomenon are: first, the conceptual framework theory of English vocabulary knowledge is not perfect, and the operational definition of each dimension in the conceptual framework is ambiguous, thus increasing the difficulty of operation; and two is the feedback itself. With the emphasis on the characteristics of language form correction, most of the research focuses on the impact of the study on the accuracy of the learners' language form, while the potential of the learners' vocabulary knowledge level is not concerned. This thesis is intended to explore the role of teacher feedback in the development of learners' English vocabulary knowledge. Based on a self built Chinese non English major first grade learner's English diachronic corpus, a corpus based text analysis method is used to reveal that non English major first grade learners use the breadth and depth of vocabulary knowledge in English writing. In this chapter, the first chapter is an introduction to the definition of the concept of vocabulary knowledge in the two language and the framework of the knowledge of English vocabulary. This framework covers the two important factors that affect the acquisition of English vocabulary knowledge of the learners. Factors and two basic variables. The two major factors are: teacher feedback and learners' linguistic energy factors. The two basic variables are vocabulary knowledge breadth and vocabulary knowledge depth. This chapter also reviews the introduction and evaluation of the relevant main theories, and summarizes the previous empirical studies on the development of English vocabulary knowledge and the effectiveness of teachers' feedback. The second chapter introduces the self built small "Chinese non English major first grade Learner English diachronic corpus" and the method of data acquisition. The experimental object of this article is the 108 non English Major College English one year class learners at Huazhong University of Science and Technology, which are divided into direct feedback group and indirect feedback group. The feedback group and the control group are from three groups of English compositions at the beginning of the first term after three groups of learners, the end of the first term and the end of the second semester. The corpus is composed of 9 sub libraries, the total volume is 73922 words, the corpus is stored in three forms, 1 language materials, 2) POS word coding corpus, 3) error tagging corpus. The third chapter is empirical research. This chapter uses statistical software SPSS21.0 to make a statistical analysis of the experimental results, and describes the characteristics of the development of the vocabulary knowledge of non English Major College English learners in the process of teacher feedback, and discusses the role of the two forms of direct feedback and indirect feedback on the breadth of the learners' vocabulary knowledge. The results show that the direct feedback and indirect feedback are direct to the learners' vocabulary knowledge. The effect of feedback and indirect feedback on English learners' vocabulary knowledge breadth is not only common but also different. The same is that direct feedback and indirect feedback have good effects on English learners' complexity of vocabulary, accuracy of words and the accuracy of collocation, and the difference is that direct feedback is used to promote English learners. The effect of lexical accuracy is the best in the text, and the effect of indirect feedback on improving English learners' vocabulary diversity, vocabulary density and lexical grammatical accuracy is more significant and lasting. The fourth chapter is an empirical study. This chapter uses statistical software SPSS21.0 to analyze the experimental results and describe the non English professional universities in China. The influence of the two forms of direct feedback and indirect feedback on the depth of lexical knowledge acquisition is the effect of direct feedback and indirect feedback on the acquisition of lexical knowledge. The result shows that direct feedback has no obvious effect on the use of lexical chunks in English composition, and indirect feedback to English The fifth chapter explores the interaction of teacher feedback and learners' linguistic ability to the development of English learners' vocabulary knowledge. The results show that between teachers' feedback and the linguistic competence of the learners, it is necessary to improve the vocabulary diversity and promote the vocabulary of English learners. The use of lexical chunks and the reduction of lexical errors have significant interaction. The interactivity is not significant enough for the increase of lexical complexity and the density of vocabulary. High linguistic learners benefit from indirect feedback, while for low linguistic learners, direct feedback is more obvious than indirect feedback. The sixth chapter is the conclusion. In order to summarize the main content and discovery of this paper, the significance and value of this paper are expounded, and the enlightenment to English vocabulary teaching is discussed, and the future research direction of this study is pointed out.
【学位授予单位】：华中科技大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：H319
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本文编号：2079026