书面纠正性反馈对高中英语写作衔接的影响

发布时间：2018-05-15 22:32

本文选题：衔接 + 直接纠正性反馈　；参考：《闽南师范大学》2017年硕士论文

【摘要】：在外语写作教学中,教师经常针对学生写作中的错误提出书面纠正性反馈。教师的反馈涉及到很多语言知识点,其中衔接是最重要的一个。然而,之前的很多研究并没有太多关注反馈对衔接习得的影响。本文试图通过一个实验研究来探讨在二语写作中纠正性反馈对衔接习得可能产生的影响。本文以注意假设、输出假设和互动理论为基础,尝试回答以下两个研究问题:一、教师书面纠正性反馈能提高高中生英语写作中照应、省略、替代、连接和词汇衔接手段的正确运用吗?二、如果能提高,直接反馈和间接反馈,哪种纠正性反馈更有效?为了回答以上问题,作者进行了一场实验研究。15名中等水平的学生参加此实验并被分成3组:控制组、直接反馈组和间接反馈组,每组5人。在实验过程中,他们每人写5篇作文,研究者根据不同的组别提供不同类型的反馈。具体而言,控制组不接受任何关于衔接的反馈,只接受普通反馈,比如修改语法、单词拼写错误等;直接反馈组和间接反馈组在给予普通反馈的基础上,给予衔接反馈。直接反馈组得到直接的衔接反馈;而间接反馈组得到间接的衔接反馈。之后作者会对学生作文2到5中衔接手段的运用情况与作文1进行整体衔接手段的比较,具体每个衔接手段和其子项目衔接的比较,包括衔接频率,范围和比例的探讨。针对以上研究问题,本文采用量化分析法和质化归纳法对衔接频率数据进行分析,研究发现:直接纠正性反馈对衔接习得有一定的积极影响;间接纠正性反馈对衔接的习得更有效。具体来说,直接和间接纠正性反馈已经有效地改正了代词和定冠词的使用。间接反馈可以有效地增加衔接手段运用的频率,平衡衔接手段的类别。间接反馈对照应、连接和词汇衔接手段的习得有促进作用。间接反馈组存在同义衔接比例的小幅增加和重复衔接的下降。而直接反馈对衔接的促进作用有限,仅仅对于修正照应错误有促进作用。此研究目的是让教师认识到书面纠正性反馈对学生衔接习得的影响,提高教师反馈的效果。该研究结果对于二语写作和二语写作教学有一定的指导意义。
[Abstract]:In foreign language writing teaching, teachers often provide written corrective feedback on students' errors in writing. Teacher feedback involves a lot of language knowledge, among which cohesion is the most important. However, many previous studies have not paid much attention to the effect of feedback on cohesion acquisition. This paper attempts to explore the possible impact of corrective feedback on cohesion acquisition in second language writing through an experimental study. Based on attention hypothesis, output hypothesis and interaction theory, this paper attempts to answer the following two research questions: first, teachers' written corrective feedback can improve the reference, omission and substitution in senior high school students' English writing; The correct use of connectedness and lexical cohesion? Second, if you can improve, direct or indirect feedback, which corrective feedback is more effective? In order to answer the above questions, the author conducted an experimental study in which 15 middle level students participated in the experiment and were divided into three groups: control group, direct feedback group and indirect feedback group, with 5 students in each group. In the course of the experiment, they each wrote five compositions, and the researchers provided different types of feedback according to different groups. Specifically, the control group does not accept any feedback on cohesion, but only accepts common feedback, such as modifying grammar, spelling mistakes, etc. The direct feedback group and indirect feedback group give cohesion feedback on the basis of giving ordinary feedback. Direct feedback group gets direct cohesion feedback, while indirect feedback group gets indirect cohesion feedback. After that, the author will compare the application of cohesive devices in students' compositions 2 to 5 with that of composition 1, and compare each cohesive device with its sub-items, including the frequency, scope and proportion of cohesion. Aiming at the above problems, this paper uses quantitative analysis method and qualitative induction method to analyze cohesion frequency data. The results show that direct corrective feedback has a positive effect on cohesion acquisition; Indirect corrective feedback is more effective in the acquisition of cohesion. Specifically, direct and indirect corrective feedback has effectively corrected the use of pronouns and definite articles. Indirect feedback can effectively increase the frequency of cohesive devices and balance the categories of cohesive devices. Indirect feedback should promote the acquisition of connectedness and lexical cohesion. The indirect feedback group had a small increase in synonymous cohesion ratio and a decrease in repetition cohesion. Direct feedback has a limited effect on cohesion, but only on correction of anaphora errors. The purpose of this study is to make teachers realize the influence of written corrective feedback on students' cohesive acquisition and improve the effect of teacher feedback. The results of this study are helpful to the teaching of second language writing and second language writing.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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