直接修正性反馈与标记反馈对英语专业学生写作准确性的影响

发布时间：2018-11-01 18:27

【摘要】：写作,作为一项综合性输出活动,对学习者的语言熟练度要求极高。在我国英语教学中,英语写作的教学一直耗时耗力却收效甚微。英语专业的写作教学更是将教学重心放在写作的流利性和复杂性以及文章的结构与内容上,却经常忽略了对学生语言错误的反馈,而学生却十分期望语言错误方面的反馈。此外,修正性反馈是否有效,以及何种形式的修正性反馈更能促进学生提高其写作准确性一直备受争议。国内外研究对标记反馈研究尚少,且国外研究对象多为二语环境中的大学生,而国内研究则多选取高中生或非英语专业大学生为研究对象,但是英语专业学生这一群体在修正性反馈研究中一直处于被忽视的位置。因此,本文在输出假设、注意假设以及互动假设的理论基础上,研究教师书面反馈中的直接修正性反馈与标记反馈对英语专业学生写作准确性的影响。本研究的实验对象为某大学英语系大一的一个班,总共30名同学。根据学生在前测中的百词错误率排序编号,将所有学生随机分为两个平行组:第一组接受直接修正性反馈,第二组接受标记反馈;然后要求学生根据反馈内容修正并重写作文。实验共持续12周,每位学生共完成5篇作文。实验结束后,发放问卷调查学生对修正性反馈的看法与期望。本研究的发现总结如下:首先,不论是直接修正性反馈还是标记反馈,二者均能有效地提高英语专业学生的写作准确性。但是二者均没有提高学生对固定搭配的使用准确性。其次,尽管二者在提高英语专业学生写作专准确性上并没有显著性的差异,但接受标记反馈的学生在后测中犯错更少一些,且更乐于与老师互动。此外,根据问卷调查数据,学生也更乐意接受标记反馈。最后,问卷调查显示,大部分学生都非常乐意接受且认可修正性反馈在提高英语写作准确性方面的积极作用,且英语专业学生更喜欢标记反馈与指出错误并附上英文解释的反馈方式。
[Abstract]:Writing, as a comprehensive output activity, requires learners' language proficiency. In English teaching in China, the teaching of English writing has been time-consuming and laborious. English writing teaching focuses on the fluency and complexity of writing, the structure and content of the article, but often neglects the feedback on the students' language errors, while the students expect the feedback of the language errors very much. In addition, the effectiveness of corrective feedback, and the form of modified feedback to promote students to improve their writing accuracy has been controversial. There are few studies on marker feedback at home and abroad, and most of the foreign research subjects are students in L2 environment, while most domestic studies choose high school students or non-English majors as the subjects. However, English majors have been neglected in the revised feedback study. Therefore, based on the theories of output hypothesis, attention hypothesis and interaction hypothesis, this paper studies the effects of direct correction feedback and marked feedback on the writing accuracy of English majors. The subjects of this study are a freshman class of a college English department with a total of 30 students. All the students were randomly divided into two parallel groups: the first group received direct correction feedback, the second group received marked feedback, and the students were asked to revise and rewrite the composition according to the feedback content. The experiment lasted 12 weeks and each student completed 5 compositions. At the end of the experiment, a questionnaire survey was conducted on the students' views and expectations on the revised feedback. The findings of this study are summarized as follows: firstly, both direct and marked feedback can effectively improve the writing accuracy of English majors. But neither of them can improve the accuracy of students' use of fixed collocation. Secondly, although there was no significant difference between the two groups in improving the accuracy of English majors' writing, the students who received the marker feedback made fewer mistakes in the posttest and were more willing to interact with the teachers. In addition, according to the questionnaire data, students are also more willing to accept marker feedback. Finally, the questionnaire survey shows that most students are very willing to accept and recognize the positive role of modified feedback in improving the accuracy of English writing. English majors prefer to mark feedback, point out errors and attach English explanations.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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