书面纠正性反馈对中国英语学习者主谓一致习得的影响研究

发布时间：2018-04-23 06:32

本文选题：书面纠正性反馈 + 中国英语学习者　；参考：《大连外国语大学》2017年硕士论文

【摘要】：近几十年来,书面纠正性反馈一直是二语写作及二语习得领域备受关注的话题之一。然而,有关书面纠正性反馈是否有效等重要问题的研究结论尚不统一。并且已有研究多将英语冠词作为目标语言结构进行考察,对其他语言项如主谓一致等的研究还比较缺乏。本研究采用“前测-反馈-即时后测-延时后测”的实验设计,集中考察两种直接书面纠正性反馈形式对中国英语学习者主谓一致习得的影响,同时还关注学习者语法敏感性与这两种反馈方式效果之间的关系。通过牛津英语水平测试,本研究从辽宁省某高校非英语专业一年级三个自然班中挑选出共80名学生作为研究对象。这三个班被随机分为两个实验组(即直接书面纠正性反馈组和直接元语言书面纠正性反馈组)和一个对照组。整个实验持续时间为八周,包括三个测试阶段和三个实验干预阶段。其中,在三个实验干预阶段,研究对象共完成三个相似的汉译英翻译任务并在每次任务后接受相对应的反馈。在三个测试阶段,实验所采用的测试工具为三份用于测量主谓一致习得的改错测试题。同时本研究采用“句中词测试”对研究对象的语法敏感性进行测量。实验所得数据通过统计工具SPSS16.0中的相应测试进行了分析,得出的研究结果如下:(1)直接书面纠正性反馈和直接元语言书面纠正性反馈都有助于中国英语学习者对英语主谓一致的长期习得,但直接书面纠正性反馈的效果在短期内不明显;(2)尽管两个反馈组在目标结构习得上都明显优于对照组,但在具体的反馈效果上,额外提供元语言信息并未体现出显著优势;(3)学习者语法敏感性与这两种直接书面纠正性反馈的效果之间没有显著关系。本研究兼具理论意义和教学启示。它不仅为有关书面纠正性反馈对二语习得有效性的研究提供了实证支持,反证了“书面纠正性反馈无效”的推断,还探究了学习者个体差异因素对书面纠正性反馈效果的调节作用。研究结果表明为学习者的书面产出提供多种形式的纠正性反馈是有效且必要的,英语教师应积极提供多种形式的书面纠正性反馈以帮助学生意识到中介语与目标语之间的差距,从而促进其目标语的习得。另外,尽管本研究没有发现学习者语法敏感性对研究中所涉及的两种书面纠正性反馈形式的有效性具有调节作用,在今后对书面纠正性反馈有效性的研究及类似的其他研究中仍然不应该忽视语法敏感性及其他的学习者个人差异因素如动机等的重要作用。
[Abstract]:In recent decades, written corrective feedback has been one of the most concerned topics in the field of second language writing and second language acquisition. However, the conclusions on the effectiveness of written corrective feedback are not uniform. Moreover, many studies have studied English articles as the target language structure, and there is a lack of research on other language items such as subject-predicate consistency. Using the experimental design of "pre-test, feedback, immediate post-test and delayed post-test", this study focuses on the effects of two forms of direct written corrective feedback on the subject-predicate consistent acquisition of Chinese EFL learners. The relationship between learners' grammatical sensitivity and the effects of these two feedback methods is also concerned. Based on Oxford English proficiency Test, 80 students were selected from three natural classes of non-English major in Liaoning Province. The three classes were randomly divided into two experimental groups (direct written corrective feedback group and direct meta-language written corrective feedback group) and a control group. The whole experiment lasted for eight weeks, including three test phases and three experimental intervention stages. In the three experimental intervention stages, the subjects completed three similar C-E translation tasks and received corresponding feedback after each task. In the three test stages, three error correction tests were used to measure the subject-predicate consistent acquisition. At the same time, the present study measures the grammatical sensitivity of the subjects. The experimental data are analyzed by the corresponding tests in the statistical tool SPSS16.0. The results are as follows: 1) both direct written corrective feedback and direct meta-linguistic written corrective feedback can contribute to the long-term acquisition of English subject-predicate consistency by Chinese EFL learners. But the effect of direct written corrective feedback is not obvious in the short term. Although the two feedback groups are obviously superior to the control group in the acquisition of target structure, they have specific feedback effects. There is no significant relationship between the grammatical sensitivity of learners and the effect of these two direct written corrective feedback. This study has both theoretical significance and teaching enlightenment. It not only provides empirical support for the research on the effectiveness of written corrective feedback in second language acquisition, but also refutes the inference that written corrective feedback is ineffective. It also explores the moderating effect of individual differences on written corrective feedback. The results show that it is effective and necessary to provide multiple forms of corrective feedback to learners' written output. English teachers should actively provide various forms of written corrective feedback to help students realize the gap between the interlanguage and the target language. In order to promote its target language acquisition. In addition, although the present study has not found that learners' grammatical sensitivity can regulate the effectiveness of the two forms of written corrective feedback involved in the study, The important role of grammatical sensitivity and other factors such as motivation should not be ignored in future studies on the effectiveness of written corrective feedback and similar studies.
【学位授予单位】：大连外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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