书面纠正性反馈对中国学生习得英语定语从句的影响

发布时间：2018-05-25 23:19

本文选题：书面纠正性反馈 + 语言分析能力　；参考：《江苏大学》2017年硕士论文

【摘要】：近三十年来,纠正性反馈一直是国内外二语习得与二语写作领域的研究焦点之一。目前书面纠正性反馈已取得不少实证性研究成果,但该领域的研究多为单因素因果链研究设计,也即仅仅涉及书面纠正性反馈的有效性以及不同反馈方式的有效性差异,而忽略了学习者因素和语言因素本身对纠错效果的影响,从而导致研究结果的不相一致。只有个别研究者将学习者个体差异作为纠错效果影响因素加以考察。至于影响反馈效果的语言因素,已有研究尚未探讨书面纠错能否有效促进学习者对涉及整个句子结构、相对复杂的语言项的习得,而且还忽略了错误性质(如母语干扰性错误)对纠错效果的影响,因而尚无法较为全面地揭示反馈对语言知识习得的作用。有鉴于此,本研究选用英语定语从句为目标结构,同时纳入学习者语言分析能力为调节变量,旨在考察书面纠正性反馈对母语干扰性整体错误的有效性以及学习者语言分析能力对书面纠正性反馈效果的调节作用,具体回答(1)书面纠正性反馈对中国学生英语定语从句的习得是否有效?(2)重述与元语言反馈对中国学生英语定语从句习得的效果是否存在差异?(3)语言分析能力是否以及多大程度对书面纠正性反馈效果产生调节作用?本研究采用定量和定性相结合的研究设计。定量研究采用“前测—干预—即时后测—延时后测1—延时后测2”的准实验设计,以92名江苏某高校英语专业新生为受试,将其分成重述组(31人),元语言反馈组(31人)和控制组(30人)。本研究选用英语定语从句作为目标结构。语言分析能力采用Ottó设计的人工语言测试卷,书面纠正性反馈的效果则通过受试目标结构使用的正确率加以衡量。四个测试阶段都采用汉译英的方式考察反馈效果,前测、即时后测和延时后测1为句子汉译英,延时后测2为一篇故事性短文的汉译英。在干预阶段,重述组直接提供正确答案,元语言反馈组不仅给出参考译文,且还从“英汉句子构句原则及其特点”、“英汉定语从句特点与功能”以及“限制性定语从句与非限制性定语从句的区别”三方面进行详细的举例说明,控制组不提供任何反馈。整个实验持续12周。定性研究采用单独访谈的形式,旨在了解影响受试对反馈信息处理方式及其深度与效果的情感因素、研究设计因素等,从而帮助解读反馈有效性及其差异的可能原因。访谈在所有测试结束后进行。受访者主要依据量化研究阶段所测的语言分析能力与反馈效果情况加以选择,包括重述组8人、元语言反馈组8人与控制组4人,每位受访时间为25-30分钟。对各项测试数据进行独立样本T检验、单因素方差分析、Scheffe事后检验分析和重复测量方差分析的结果显示:1)重述与元语言反馈都能一定程度上促进英语定语从句的习得,说明书面纠正性反馈有助于整体性结构的正确使用;2)重述与元语言反馈对英语定语从句的习得有积极影响,二者短期促学效果相当,但后者长期效果稍具优势,说明书面纠正性反馈能够帮助学习者减少由母语干扰引起的全局性结构错误,而且其效果与反馈的显性程度成正比;3)语言分析能力与反馈方式的交互作用不显著,表明在非目标语的学习环境下,不同纠正性反馈方式的效果不受语言分析能力的调节。本研究在理论和实践上具有重要意义。理论上,本研究涉及二语习得的一些关键理论问题(如意识、显性知识在二语习得中的作用,影响二语习得的认知因素与情感因素等),既可以为二语习得认知理论提供实证性支持,也有助于完善并深化认知框架下的外语教学理论。实践上,本研究证实了书面纠正性反馈的正面作用,更进一步揭示了反馈巨大的促学潜能,为今后研究及实际教学提供有益指导,为教师针对不同的学习者、不同的语言项选择合适的纠错策略与纠错方式提供依据,从而帮助实现纠错效果的最大化,有效促进学生二语中介语的发展。
[Abstract]:In the past thirty years, corrective feedback has been one of the focus of research in the field of two language acquisition and two language writing at home and abroad. At present, a lot of empirical research results have been obtained in written corrective feedback, but the research in this field is mainly designed for single factor causal chain, which involves only the effectiveness of corrective feedback and different feedback parties. The difference between the effectiveness of the type and the influence of the learner factor and the language factor itself on the error correction effect is ignored, which leads to the unconformity of the results. Only a few researchers examine the individual differences of the learners as the influencing factors of the error correction effect. As for the language factors affecting the feedback effect, the existing research has not yet discussed the written error correction. Can it effectively promote the learners' acquisition of the whole sentence structure and the relatively complex language items, and ignore the effect of the wrong nature (such as mother tongue interference) on the error correction effect, so it is still unable to fully reveal the effect of feedback on the acquisition of language knowledge. The structure, which includes the learners' language analysis ability as a variable, aims to examine the effectiveness of written corrective feedback on the interference of the mother tongue and the effect of language analysis on the effect of written corrective feedback, and to answer (1) the acquisition of Chinese students' English attributive clauses by written corrective feedback is a specific answer. (2) is there any difference in the effect of restatement and metalinguistic feedback on the acquisition of English attributive clauses in Chinese students? (3) is the language analysis ability and how much to the effect of the written corrective feedback effect? This study adopts a combination of quantitative and qualitative research. The posttest - the quasi experimental design of delayed posttest 1 - delayed post test 2, 92 College English Majors in Jiangsu, were divided into restate group (31 people), metalinguistic feedback group (31) and control group (30 people). The study selected English attributive clauses as the target structure. The language analysis ability adopted the artificial language test volume designed by Ott. The effect of written corrective feedback is measured by the correct rate of the use of the target structure. The four test stages all use the Chinese English translation method to investigate the feedback effect, the pre test, the immediate post test and the delayed post test 1 are sentence Chinese translation, and the delayed post test 2 is a story short text translation. In the intervention stage, the restatement group directly provides the correct. The metalinguistic feedback group not only gives a reference translation, but also gives a detailed example of the three aspects of "the principles and characteristics of sentence constructions in English and Chinese sentences", "characteristics and functions of English and Chinese attributive clauses" and "the distinction between restrictive attributive clauses and non restrictive attributive clauses." the control group does not provide any feedback. The whole experiment continues to be 12. In the form of a separate interview, the qualitative study aims to understand the affective factors that affect the method of feedback information processing, the depth and effect of feedback, research design factors, etc., so as to help to interpret the possible causes of feedback effectiveness and its differences. The language analysis ability and feedback effect were selected, including retelling Group 8, meta language feedback group 8 and control group 4 people, each receiving time was 25-30 minutes. Independent sample T test for each test data, single factor variance analysis, Scheffe post test analysis and repeated measurement analysis of variance analysis showed: 1) restatement and yuan Language feedback can promote the acquisition of English attributive clauses to a certain extent, indicating that written corrective feedback contributes to the correct use of the overall structure; 2) restatement and metalinguistic feedback have a positive impact on the acquisition of English attributive clauses, and the short-term effect of the two is equivalent, but the long-term effect of the latter has a slight advantage, indicating the written corrective feedback. It can help the learners to reduce the global structural errors caused by mother tongue interference, and the effect is proportional to the degree of dominance of feedback; 3) the interaction of language analysis ability and feedback method is not significant, indicating that the effect of different corrective feedback methods is not regulated by the ability of language analysis in the learning environment of non target language. The study is of great significance both in theory and practice. In theory, this study involves some of the key theoretical issues of two language acquisition (such as consciousness, the role of explicit knowledge in the two language acquisition, the cognitive and emotional factors that affect the two language acquisition), which can not only provide empirical support for the cognitive theory of two language acquisition, but also help to improve and deepen the recognition. In practice, in practice, this study confirms the positive effect of written corrective feedback, further reveals the huge feedback potential of feedback, provides useful guidance for future research and practical teaching, and provides teachers with different learners and different language items to choose appropriate error correction strategies and error correction methods. Based on this, it helps to maximize the effectiveness of error correction and effectively promote the development of students' two language interlanguage.
【学位授予单位】：江苏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H314

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