教师间接书面纠正性反馈对高中生英语写作中谓语动词使用准确性影响的研究
发布时间：2022-01-12 00:39
英语写作是中国高中学生的必备技能。教师的书面反馈对学生提高英语写作水平至关重要。近年来,不同类型的教师书面反馈对提高写作水平的效果引起了国内外研究者的激烈讨论。许多研究探讨了在二语环境中,不同类型教师书面反馈对高水平英语学习者提高在英语写作中虚词使用的准确性的效果。本研究旨在探究不同种类的教师书面间接纠正性反馈（间接聚焦纠正性反馈﹑间接元语言纠正性反馈﹑间接非聚焦纠正性反馈）对中低水平的英语学习者英语写作中谓语动词使用的准确性的影响。本研究主要探究以下两个问题:1)不同种类的教师书面间接纠正性反馈对高中生英语写作中谓语动词使用的准确性有何影响?2)不同种类的教师书面间接纠正性反馈对高分和低分学生的英语写作中的谓语动词使用的准确性有何影响?湖南省某高中三年级的112位学生参与了本次实验。他们总共随机分为四组,三组为实验组,一组为对照组。学生需完成五项写作任务。实验时间持续9周,实验数据借助SPSS软件进行处理和统计。研究发现:（1）总体而言,仅教师间接书面聚焦反馈能显著有效帮助学生提高谓语动词使用的准确性。（2）对高分学生而言,教师间接书面聚焦纠正性反馈和间接元语言反馈都能有效提高他们的...
【文章来源】：湖南师范大学湖南省 211工程院校
【文章页数】：96 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 The Classification of Teacher’s Written Corrective Feedback
1.2 The Effectiveness of Teacher’s Written Corrective Feedback
1.2.1 The Justification of the Effectiveness of Teacher’s Written CorrectiveFeedback in Improving Writing Accuracy
1.2.2 The Relative Effectiveness of Teacher’s Indirect Written CorrectiveFeedback in Improving Writing Accuracy
Chapter Two Theoretic Basis
2.1 The Noticing Hypothesis
2.2 The Output 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 The Effects of Teacher's Indirect WCF
4.1.1 The Effects of Teacher's Indirect Focused WCF
4.1.2 The Effects of Teacher’s Indirect Metalinguistic WCF
4.1.3 The Effects of Teacher's Indirect Unfocused WCF
4.1.4 The Effects of No Teacher’s Indirect WCF
4.1.5 The Relative Effectiveness of Teacher's Indirect WCF
4.2 The Effects of Teacher's Indirect WCF on Low-score and High-score Students
4.2.1 The Effects of Teacher’s Indirect Focused WCF on Low-score andHigh-score Students
4.2.2 The Effects of Teacher’s Indirect Metalinguistic WCF on Low-scoreand High-score Students
4.2.3 The Effects of Teacher’s Indirect Unfocused WCF on Low-score andHigh-score Students
4.2.4 The Effects of No Teacher’s Indirect WCF on Low-score andHigh-score Students
Conclusion
References
Appendix
Acknowledgements
本文编号：3583756
【文章来源】：湖南师范大学湖南省 211工程院校
【文章页数】：96 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 The Classification of Teacher’s Written Corrective Feedback
1.2 The Effectiveness of Teacher’s Written Corrective Feedback
1.2.1 The Justification of the Effectiveness of Teacher’s Written CorrectiveFeedback in Improving Writing Accuracy
1.2.2 The Relative Effectiveness of Teacher’s Indirect Written CorrectiveFeedback in Improving Writing Accuracy
Chapter Two Theoretic Basis
2.1 The Noticing Hypothesis
2.2 The Output 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 The Effects of Teacher's Indirect WCF
4.1.1 The Effects of Teacher's Indirect Focused WCF
4.1.2 The Effects of Teacher’s Indirect Metalinguistic WCF
4.1.3 The Effects of Teacher's Indirect Unfocused WCF
4.1.4 The Effects of No Teacher’s Indirect WCF
4.1.5 The Relative Effectiveness of Teacher's Indirect WCF
4.2 The Effects of Teacher's Indirect WCF on Low-score and High-score Students
4.2.1 The Effects of Teacher’s Indirect Focused WCF on Low-score andHigh-score Students
4.2.2 The Effects of Teacher’s Indirect Metalinguistic WCF on Low-scoreand High-score Students
4.2.3 The Effects of Teacher’s Indirect Unfocused WCF on Low-score andHigh-score Students
4.2.4 The Effects of No Teacher’s Indirect WCF on Low-score andHigh-score Students
Conclusion
References
Appendix
Acknowledgements
本文编号：3583756
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