纠错反馈对中国英语学习者过去虚拟语气习得的效果研究
发布时间：2023-08-11 17:53
纠错反馈是二语习得研究的重要议题。众多研究结果表明,无论口头反馈还是书面反馈均对部分形态语法形式习得有效。然而近年来,相关研究也发现,反馈并非是促进二语习得的唯一变量,其效果同样受到相关变量的交互影响(Ellis,2010;Bitchener&Ferris,2012),从而使学界围绕该议题的争论日渐增加。通过探讨相关变量对反馈效果的影响,已有研究证明不同反馈模式和类型会影响学习者对目标语法形式的注意程度,并继而导致不同的语言学习效果。但是,对其促学效果的研究却因反馈的不同模式和类型而结论迥异。此外,由于句法的复杂特性(Celce-Murcia&Larsen-Freeman,1999;Shintai et al.,2014),关注句法错误的反馈研究相对较少,针对句法内部特征(比如过去虚拟语气主从句)的研究则更为鲜见。为了更好地解释反馈的纠错效果,将句法结构和学习者语言水平纳入反馈研究的变量范畴已成学界共识。本研究基于Ellis(2010)纠错反馈研究框架,多维度探讨反馈模式(口头vs.书面)、反馈类型(输入型vs.输出型)以及学习者对纠错反馈的注意程度和其所持态度对纠错反...
【文章页数】：228 页
【学位级别】：博士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER1 INTRODUCTION
1.1 Research background
1.2 Rationale for the study
1.3 Research objectives
1.4 Outline of the dissertation
CHAPTER2 THERORETICAL FRAMEWORK OF THE STUDY
2.1 FonF instruction and a framework for investigating CF
2.1.1 FonF instruction
2.1.2 A framework for investigating oral and written CF
2.2 Theoretical foundations of oral and written CF
2.2.1 Interactionist perspective
2.2.1.1 Noticing Hypothesis
2.2.1.2 Interaction Hypothesis and Output Hypothesis
2.2.2 Sociocultural perspective
2.2.3 Information Processing Models
2.3 Types and effectiveness of CF
2.3.1 Types of CF
2.3.1.1 Classification of CF types
2.3.1.2 Classification of oral CF
2.3.1.3 Classification of written CF
2.3.2 Effectiveness of oral and written CF
2.4 Effects of meditating variables on CF
2.4.1 Effects of learner engagement on CF
2.4.2 Effects of other variables on CF
2.5 Chapter Summary
CHAPTER3 REVIEW OF EMPIRICAL STUDIES AND META-ANALYSIS
3.1 Empirical research on the efficacy of CF
3.1.1 Meta-analysis studies on CF
3.1.2 Studies on CF types and retention effects
3.2 Meta-analyses
3.2.1 Identifying the research questions
3.2.2 Selecting primary studies
3.2.3 Coding the data
3.2.4 Results of analysis in the first phase
3.2.5 Results of analysis in the second phase
3.2.5.1 Effect size calculation and interpretation
3.2.5.2 Results of the meta-analysis
3.2.5.3 Effect sizes of mediating variables
3.2.6 Discussion
3.2.7 Other variables
3.3 Chapter Summary
CHAPTER4 METHODOLOGY
4.1 Research questions
4.2 Experiment1:CF modes and CF types
4.2.1 Research design
4.2.2 Target feature
4.2.3 Participants
4.2.4 Materials
4.2.4.1 Task materials
4.2.4.2 Tests and testing materials
4.2.5 Procedures
4.2.5.1 Treatment procedures
4.2.5.2 Operationalization of feedback types
4.2.5.3 Testing procedures
4.3 Experiment2:CF and CF-related variables
4.3.1 Research design
4.3.2 Target feature
4.3.3 Participants
4.3.4 Materials
4.3.4.1 Task materials
4.3.4.2 Tests and testing materials
4.3.5 Procedures
4.3.5.1 Treatment procedures
4.3.5.2 Testing procedures
4.4 Data collection and analysis
4.5 Chapter summary
CHAPTER5 RESULTS OF EXPERIMENTS1 AND
5.1 Results of Experiment1
5.1.1 General description
5.1.2 Effects of CF modes
5.1.3 Effects of CF types
5.2 Results of Experiment2
5.2.1 General description
5.2.2 CF,grammatical features and proficiency in writing tests
5.2.3 CF,grammatical features and proficiency differences in GJT tests
5.3 Attention and attitude
5.4 Chapter Summary
CHPATER6 DISCUSSION
6.1 Oral and written CF
6.2 Effects of CF types
6.2.1 Opportunities for self-repair
6.2.2 Saliency and explicitness
6.2.3 Scaffolding
6.2.4 Feedback and grammatical features
6.3 Sustained effect of CF
6.4 Mediating effects of L2 proficiency and target features
6.5 Mediating effects of noticing and attitude
6.6 Chapter summary
CHAPTER7 CONCLUSION
7.1 Major findings
7.2 Implications and contributions
7.2.1 Theoretical implications
7.2.2 Methodological implications
7.2.3 Pedagogical implications
7.3 Limitations and suggestions for future study
BIBLIOGRAPHY
APPENDICES
Appendix I:Inclusion/Exclusion Criteria
Appendix II:Description of the features in the coding scheme
Appendix III:Coding scheme in Phase1
Appendix IV:Coding scheme in Phase2
Appendix V:Grammar pretest
Appendix VI:Grammar immediate posttest
Appendix VII:Grammar delayed posttest
Appendix VIII:Treatment tasks/Writing tests
Appendix IX:Grammatical judgment test
Appendix X:Questionnaire1
Appendix XI:Exit questionnaire(questionnaire2)
攻读博士学位期间发表的论文
本文编号：3841488
【文章页数】：228 页
【学位级别】：博士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER1 INTRODUCTION
1.1 Research background
1.2 Rationale for the study
1.3 Research objectives
1.4 Outline of the dissertation
CHAPTER2 THERORETICAL FRAMEWORK OF THE STUDY
2.1 FonF instruction and a framework for investigating CF
2.1.1 FonF instruction
2.1.2 A framework for investigating oral and written CF
2.2 Theoretical foundations of oral and written CF
2.2.1 Interactionist perspective
2.2.1.1 Noticing Hypothesis
2.2.1.2 Interaction Hypothesis and Output Hypothesis
2.2.2 Sociocultural perspective
2.2.3 Information Processing Models
2.3 Types and effectiveness of CF
2.3.1 Types of CF
2.3.1.1 Classification of CF types
2.3.1.2 Classification of oral CF
2.3.1.3 Classification of written CF
2.3.2 Effectiveness of oral and written CF
2.4 Effects of meditating variables on CF
2.4.1 Effects of learner engagement on CF
2.4.2 Effects of other variables on CF
2.5 Chapter Summary
CHAPTER3 REVIEW OF EMPIRICAL STUDIES AND META-ANALYSIS
3.1 Empirical research on the efficacy of CF
3.1.1 Meta-analysis studies on CF
3.1.2 Studies on CF types and retention effects
3.2 Meta-analyses
3.2.1 Identifying the research questions
3.2.2 Selecting primary studies
3.2.3 Coding the data
3.2.4 Results of analysis in the first phase
3.2.5 Results of analysis in the second phase
3.2.5.1 Effect size calculation and interpretation
3.2.5.2 Results of the meta-analysis
3.2.5.3 Effect sizes of mediating variables
3.2.6 Discussion
3.2.7 Other variables
3.3 Chapter Summary
CHAPTER4 METHODOLOGY
4.1 Research questions
4.2 Experiment1:CF modes and CF types
4.2.1 Research design
4.2.2 Target feature
4.2.3 Participants
4.2.4 Materials
4.2.4.1 Task materials
4.2.4.2 Tests and testing materials
4.2.5 Procedures
4.2.5.1 Treatment procedures
4.2.5.2 Operationalization of feedback types
4.2.5.3 Testing procedures
4.3 Experiment2:CF and CF-related variables
4.3.1 Research design
4.3.2 Target feature
4.3.3 Participants
4.3.4 Materials
4.3.4.1 Task materials
4.3.4.2 Tests and testing materials
4.3.5 Procedures
4.3.5.1 Treatment procedures
4.3.5.2 Testing procedures
4.4 Data collection and analysis
4.5 Chapter summary
CHAPTER5 RESULTS OF EXPERIMENTS1 AND
5.1 Results of Experiment1
5.1.1 General description
5.1.2 Effects of CF modes
5.1.3 Effects of CF types
5.2 Results of Experiment2
5.2.1 General description
5.2.2 CF,grammatical features and proficiency in writing tests
5.2.3 CF,grammatical features and proficiency differences in GJT tests
5.3 Attention and attitude
5.4 Chapter Summary
CHPATER6 DISCUSSION
6.1 Oral and written CF
6.2 Effects of CF types
6.2.1 Opportunities for self-repair
6.2.2 Saliency and explicitness
6.2.3 Scaffolding
6.2.4 Feedback and grammatical features
6.3 Sustained effect of CF
6.4 Mediating effects of L2 proficiency and target features
6.5 Mediating effects of noticing and attitude
6.6 Chapter summary
CHAPTER7 CONCLUSION
7.1 Major findings
7.2 Implications and contributions
7.2.1 Theoretical implications
7.2.2 Methodological implications
7.2.3 Pedagogical implications
7.3 Limitations and suggestions for future study
BIBLIOGRAPHY
APPENDICES
Appendix I:Inclusion/Exclusion Criteria
Appendix II:Description of the features in the coding scheme
Appendix III:Coding scheme in Phase1
Appendix IV:Coding scheme in Phase2
Appendix V:Grammar pretest
Appendix VI:Grammar immediate posttest
Appendix VII:Grammar delayed posttest
Appendix VIII:Treatment tasks/Writing tests
Appendix IX:Grammatical judgment test
Appendix X:Questionnaire1
Appendix XI:Exit questionnaire(questionnaire2)
攻读博士学位期间发表的论文
本文编号：3841488
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