书面纠正性反馈对不同思维风格学习者英语写作中语言准确性的影响

发布时间：2018-12-13 00:14

【摘要】：在英语写作教学过程中,反馈是将教师与学生连接的一种重要手段。通过反馈,学生找到作文的不足之处,进行修改,最终提高英语写作水平。如此,通过反馈,教师的写作教学水平也得到促进。因此,有效的反馈方式显得尤为重要。近二十年来,纠正性反馈虽然一直属于热点话题,但是其有效性问题至今仍未解决。为全面解决这一问题,影响纠正性反馈效果的变量需要认真考虑。纠正性反馈形式与学习者的分类,是影响纠正性反馈效果的两项变量。在本研究中,研究者着重研究此两种变量,并且选取了直接书面反馈和间接书面反馈、线性思维方式和非线性思维方式作为影响此两种变量的四种因素。如果这四种因素能够对学习者的学习产生影响,那么在研究纠正性反馈效果时,需要对这四种因素进行控制,如果不能,则无需控制。如此,才能得到全面、有效的答案。本论文研究问题如下:第一,在英语写作中,书面纠正性反馈是否会对不同思维风格学生(线性思维风格或非线性思维风格)的语言准确性产生不同影响?第二,哪类书面纠正性反馈对哪类思维风格的学生更有效?第三,书面纠正性反馈能否提高学习者英语写作的语言准确性?鉴于此,本人制定准实验研究,将研究对象分为实验班与控制班。实验班的受试分为四组——线性思维风格与直接反馈组、线性思维风格与间接反馈组、非线性思维风格与直接反馈组,和非线性思维风格与间接反馈组。实验过程包括两次测试——前测,和后测,以及五次写作练习。在写作练习过程中,每位受试提交作文,研究者根据受试组别,提供不同反馈;而对控制班,不提供关于语言准确性方面的反馈。两次测试,只用来记录学生学习情况,以分数表示,不为学生提供纠正性反馈。最后将前后测成绩对比,得到如下结果:具体来说,书面纠正性反馈对线性思维方式的学习者更有效;但反馈形式(直接书面纠正性反馈和间接书面纠正性反馈)对学习者的语言准确性的影响无显著差异。总体来说,在英语写作中,纠正性反馈有助于提高学习者的语言准确性。本文的主要研究结果证实了思维方式是纠正性反馈的影响因素,而直接书面纠正性反馈和间接书面纠正性反馈不构成其影响因素,因此在未来研究中,必须重视前者,可以忽略后者。这是本文的理论意义。本文的实际意义在于,能够帮助英语作文教师快速找到合适不同学生的反馈方法,从而提高教与学的效果。
[Abstract]:In the process of English writing teaching, feedback is an important means to connect teachers and students. Through feedback, the students find the shortcomings of the composition, modify it, and finally improve the English writing level. In this way, through feedback, teachers' writing teaching level is also promoted. Therefore, effective feedback is particularly important. In the past two decades, corrective feedback has been a hot topic, but its effectiveness is still unresolved. In order to solve this problem comprehensively, the variables that affect the effect of corrective feedback need to be carefully considered. The form of corrective feedback and the classification of learners are two variables that affect the effect of corrective feedback. In this study, the researchers focused on these two variables, and selected direct written feedback and indirect written feedback, linear thinking mode and nonlinear thinking mode as the four factors affecting these two variables. If these four factors can influence the learners' learning, the four factors need to be controlled when studying the corrective feedback effect, and if not, there is no need to control them. Only in this way can we get a comprehensive and effective answer. The main problems of this thesis are as follows: first, in English writing, will written corrective feedback have different effects on the linguistic accuracy of students with different thinking styles (linear thinking style or nonlinear thinking style)? Second, what type of written corrective feedback is more effective for what types of thinking styles? Third, can written corrective feedback improve the accuracy of learners' English writing? In view of this, I make a quasi-experimental study, divided into experimental class and control class. The subjects of the experimental class were divided into four groups: linear thinking style and direct feedback group, linear thinking style and indirect feedback group, nonlinear thinking style and direct feedback group, and nonlinear thinking style and indirect feedback group. The experiment consisted of two tests-pre-test and post-test, and five writing exercises. In the process of writing exercises, each of the subjects submitted their compositions, and the researchers provided different feedback according to the test group, while for the control class, they did not provide feedback on language accuracy. The two tests were used only to record students' learning, expressed in scores, and not to provide corrective feedback. Finally, by comparing the results before and after the test, the following results are obtained: specifically, written corrective feedback is more effective for learners with linear thinking style; However, there is no significant difference in the effect of the form of feedback (direct and indirect written corrective feedback) on learners' language accuracy. In general, corrective feedback helps to improve learners' language accuracy in English writing. The main results of this paper confirm that the mode of thinking is the influence factor of corrective feedback, but direct and indirect written corrective feedback are not the influencing factors. Therefore, in the future research, we must pay attention to the former. The latter can be ignored. This is the theoretical significance of this paper. The practical significance of this paper is that it can help English composition teachers to find appropriate feedback methods for different students so as to improve the effect of teaching and learning.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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