教师反馈的明晰度与面子威胁程度及其对不同自尊水平大学生学习者文章修改的影响

发布时间：2021-02-23 16:33

　　外语写作是一种语言输出技能。与英语学习的其他技能--听,说,读是紧密相联的。英语学习是一个统一和完整的过程。写作不仅是输出的过程,也是再创造的过程,写作也是英语学习者与其他各种技能连接的媒介。错误纠正反馈在外语写作中的研究是近年来语言学研究的热点。反馈是英语写作中一个重要的研究课题,它对英语写作教学有着重要的意义。有效的反馈可以帮助学生激发写作兴趣,保持写作热情,提高写作能力,最大限度地发挥写作教学效果。从教师的角度来看,反馈不仅是帮助学习者提高写作技能的认知过程,也是学习者相互交流,表达立场,逐步建立人际关系的社会认知过程。因此,本研究将从教师反馈的功能出发,进一步探讨书面纠正反馈和面子威胁程度对不同自尊水平学习者的写作修改效果的影响。作者提出了以下问题:1.教师的反馈明晰度,面子威胁程度与不同自尊水平学习者的文章修改有何关系?2.反馈明晰度与面子威胁程度如何分别影响不同自尊水平的学生的文章修改?3.不同自尊学生对教师反馈明晰度和面子威胁程度的态度是什么?非英语专业的91名学生参加了这个实验,通过独立样本T检验和双因素组间方差分析探究反馈明晰度和面子威胁程度对不同自尊水平学生的表层修... 

【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 The Importance of Foreign Language Writing
        1.1.2 Necessity of Feedback of Foreign Language Writing
    1.2 The Motivation of Current Research
    1.3 Significance and Innovation of the Research
    1.4 Research Outline
Chapter Two Literature Review
    2.1 Previous Studies
        2.1.1 Previous Research on the Comparison of Different Types ofCorrective Feedback in the Foreign Language Writing
        2.1.2 Different Forms of Corrective Feedback
            2.1.2.1 Direct Feedback and Indirect Feedback
            2.1.2.2 High Face Threat Feedback and Low FaceThreat Feedback
        2.1.3 Students' Perception to Teachers' Various Feedback on ForeignLanguage Writing 142.2 Problems with Previous Studies
    2.2 Problems with previous studies
        2.2.1 Critique of previous studies
        2.2.2 Implication for current research
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects and Procedure
    3.3 Research Methods
    3.4 Research Instruments
        3.4.1 Self-Esteem Scale （SES）
        3.4.2 The four-level scale
    3.5 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 Differences Between the Different Self-Esteem Level
    4.2 Surface Modification and Meaning Modification under the Interaction ofFeedback Categories and Self-esteem level
        4.2.1 Surface Modification under the Interaction of Feedback Categories andSelf-esteem level
            4.2.1.1 Surface Modification under the Condition of High Clarity andHigh Face Threat
            4.2.1.2 Surface Modification under the Condition of High Clarity andLow Face Threat
            4.2.1.3 Surface Modification under the Condition of Low Clarity andLow Face Threat
            4.2.1.4 Surface Modification under the Condition of Low Clarity andHigh Face Threat
        4.2.2 Meaning Modification under the Interaction of Feedback Categoriesand Self-esteem level
            4.2.2.1 Meaning Modification under the Condition of High Clarity andHigh Face Threat
            4.2.2.2 Meaning Modification under the Condition of High Clarity andLow Face Threat
            4.2.2.3 Meaning Modification under the Condition of Low Clarity andLow Face Threat
            4.2.2.4 Meaning Modification under the Condition of Low Clarity andHigh Face Threat
    4.3 The Effect of Feedback Clarity and Face Threat Level on SurfaceModification and Meaning Modification Respectively
        4.3.1 The Effect of Feedback Clarity on Surface Modification
        4.3.2 The Effect of Feedback Clarity on Meaning Modification
        4.3.3 The Effect of Face Threat Level on Surface Modification
        4.3.4 The Effect of Face Threat Level on Meaning Modification
    4.4 Perception of Students of Different Self-esteem Level to Feedback Clarityand Face Threat Level
        4.4.1 Perception of Students of Different Self-esteem Levelto Feedback Clarity
        4.4.2 Perception of Students of Different Self-esteem Levelto face threat level
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendices
攻读学位期间科研成果


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