聚焦与非聚焦反馈对中国英语学习者口语产出准确度的影响

发布时间：2022-01-09 05:46

　　纠正性反馈作为二语习得领域的重要问题一直备受关注,其中口头纠正性反馈被广泛运用于课堂教学环境中。近年来有关聚焦与非聚焦反馈的研究逐渐增加,但是聚焦和非聚焦反馈效果尚无定论,对口头纠正性反馈发生作用的学习者因素的研究也存在不足,其中包括语言水平和工作记忆容量。本研究为探究聚焦与非聚焦反馈效果和影响反馈效果的学习者因素,围绕以下三个研究问题展开:1)聚焦和非聚焦反馈对中国英语学习者口语产出准确度有何影响?2)语言水平对聚焦和非聚焦反馈的效果是否存在调节作用?3)工作记忆容量对聚焦和非聚焦反馈的效果是否存在调节作用?本研究通过控制对比实验对67名中级英语学习者进行研究,依照接受反馈的类型,67名研究对象被分为语言水平相当的三组:聚焦组、非聚焦组和控制组。实验历时五周,通过四次故事复述和两次改错测试分别测量聚焦和非聚焦反馈对中国英语学习者英语冠词使用准确率作用。研究者对两个实验组进行了不同形式的反馈:聚焦反馈针对英语冠词;非聚焦反馈则包括英语动词、名词结尾、冠词、词语选择和句子结构。本研究采用完形填空测试来测量研究对象的语言水平,以听力广度测试和口语广度测试来测量研究对象的工作记忆容量。实验结... 

【文章来源】：江南大学江苏省 211工程院校 教育部直属院校

【文章页数】：114 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
LIST OF ABBREVIATIONS
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Aims and Significance of the Present Study
    1.3 Outline of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Corrective Feedback
        2.1.1 Theoretical explanations for corrective feedback
        2.1.2 Studies on corrective feedback
        2.1.3 Studies on oral corrective feedback
    2.2 Focused CF and Unfocused CF
        2.2.1 Theoretical explanation of focused and unfocused CF
        2.2.2 Controversies over the effectiveness of focused and unfocused CF
    2.3 Language Proficiency and CF
    2.4 Working Memory and Working Memory Capacity
        2.4.1 Concepts of working memory and working memory capacity
        2.4.2 WMC and SLA
        2.4.3 WMC and CF
    2.5 Summary
Chapter Three RESEARCH METHOD
    3.1 Research Questions
    3.2 Participants
    3.3 Target structure
    3.4 Procedures of the Experiment
        3.4.1 Pilot study
        3.4.2 The major study
    3.5 Instruments
        3.5.1 Questionnaires
        3.5.2 Language proficiency test
        3.5.3 WMC measurements
        3.5.4 Error correction test
        3.5.5 Retelling materials
        3.5.6 Interview
    3.6 Scoring
        3.6.1 Scoring of the cloze test
        3.6.2 Scoring of WMC
        3.6.3 Scoring of the error correction test
        3.6.4 Scoring of accuracy in oral production
    3.7 Data Analysis
    3.8 Summary
Chapter Four RESULTS AND DISCUSSIONS
    4.1 The Effects of Focused and Unfocused CF
        4.1.1 Results of the retelling tasks
        4.1.2 Results of the error correction tests
        4.1.3 Effect size of CF
        4.1.4 Discussion
    4.2 Language Proficiency and Effects of Focused and Unfocused CF
        4.2.1 The relationship between language proficiency and effects of CF
        4.2.2 Discussion
    4.3 WMC and the Effects of Focused and Unfocused CF
        4.3.1 The relationship between LST and the effects of CF
        4.3.2 The relationship between SST and the effects of CF
        4.3.3 Discussion
    4.4 Further Analysis:Learner Attitude to CF and Retelling Tasks
    4.5 Summary
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Directions for Future Research
REFERENCES
APPENDICES
    Appendix Ⅰ Papers Published during the MA Program
    Appendix Ⅱ Questionnaire for Background Information
    Appendix Ⅲ Attitude Questionnaire
    Appendix Ⅳ Language Proficiency Test
    Appendix Ⅴ The Listening Span Test
    Appendix Ⅵ The Speaking Span Test
    Appendix Ⅶ Error Correction Test
    Appendix Ⅷ Retelling Materials
    Appendix Ⅸ Interview Questions



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