教师书面纠正性反馈对英语专业生写作句法复杂度的影响实证研究
发布时间：2024-12-19 06:39
本研究旨在探讨教师书面纠正性反馈对英语专业生写作句法复杂度的影响。近年来,英语写作教学与过程教学法有着十分密切的联系;而反馈作为过程教学法中非常重要的一个环节,引起了国内外研究者的广泛关注。关于纠正性反馈对写作的影响的研究也大多聚焦反馈对写作精确性或流利性的作用,关注句法复杂度的研究则相对不足。对于不同类型的教师书面纠正性反馈对英语专业生的写作句法复杂度的影响研究就更不多见。因此有必要通过实证研究进一步论证教师书面纠正性反馈对英语专业生写作句法复杂度的影响。本研究主要基于可理解性输入假设、可理解性输出假设和注意假设,对以下两个问题进行研究:(1)教师书面纠正性反馈对写作句法复杂度哪些指标具有显著影响?(2)受显著影响的指标与英语专业生写作成绩有何关联?本实验持续8周,研究对象为湖南省某高校英语专业一年级两个自然班的60名学生。所有研究对象根据反馈类型被分为直接组和间接组,每组30人。本研究采用的研究工具是写作测试、二语句法复杂度分析器(L2SCA)。研究数据借助SPSS21.0分析软件进行相关分析和独立样本T检验统计得出。研究结果表明:(1)不同反馈类型对英语专业生写作句法复杂度的影响不...
【文章页数】：112 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 Studies on Teachers’Written Corrective Feedback
1.2 Studies on Syntactic Complexity
1.3 Studies on the Application of Teachers’Written Corrective Feedbackto Syntactic Complexity
Chapter Two Theoretic Basis
2.1 Comprehensible Input Hypothesis
2.2 Comprehensible Output Hypothesis
2.3 Noticing Hypothesis
Chapter Three Methodology
3.1 Research Design
3.1.1 Research Questions
3.1.2 Research Subjects
3.1.3 Research Instruments
3.2 Research Procedure
3.2.1 Data Collection
3.2.2 Data Analysis
Chapter Four Results& Discussion
4.1 The Effects of Different Types of Teachers’Written CorrectiveFeedback on Measures of Syntactic Complexity
4.1.1 The Effects of Direct Feedback on Syntactic Complexity ofEnglish Majors’Writing
4.1.2 The Effects of Indirect Feedback on Syntactic Complexity ofEnglish Majors’Writing
4.2 Correlation between Syntactic Complexity and Writing Scores ofEnglish Majors
4.2.1 Correlation between Measures Significantly effected by DirectFeedback and Writing Scores of English Majors
4.2.2 Correlation between Measures Significantly effected byIndirect Feedback and Writing Scores of English Majors
Conclusion
Bibliography
Appendix1 Rating Criterion for the English Composition of TEM4
Appendix2 Writing samples
Appendix3 Syntactic Complexity Measures Developed by Lu
Appendix4 Flowchat of Experiment
Acknowledgements
本文编号：4017817
【文章页数】：112 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 Studies on Teachers’Written Corrective Feedback
1.2 Studies on Syntactic Complexity
1.3 Studies on the Application of Teachers’Written Corrective Feedbackto Syntactic Complexity
Chapter Two Theoretic Basis
2.1 Comprehensible Input Hypothesis
2.2 Comprehensible Output Hypothesis
2.3 Noticing Hypothesis
Chapter Three Methodology
3.1 Research Design
3.1.1 Research Questions
3.1.2 Research Subjects
3.1.3 Research Instruments
3.2 Research Procedure
3.2.1 Data Collection
3.2.2 Data Analysis
Chapter Four Results& Discussion
4.1 The Effects of Different Types of Teachers’Written CorrectiveFeedback on Measures of Syntactic Complexity
4.1.1 The Effects of Direct Feedback on Syntactic Complexity ofEnglish Majors’Writing
4.1.2 The Effects of Indirect Feedback on Syntactic Complexity ofEnglish Majors’Writing
4.2 Correlation between Syntactic Complexity and Writing Scores ofEnglish Majors
4.2.1 Correlation between Measures Significantly effected by DirectFeedback and Writing Scores of English Majors
4.2.2 Correlation between Measures Significantly effected byIndirect Feedback and Writing Scores of English Majors
Conclusion
Bibliography
Appendix1 Rating Criterion for the English Composition of TEM4
Appendix2 Writing samples
Appendix3 Syntactic Complexity Measures Developed by Lu
Appendix4 Flowchat of Experiment
Acknowledgements
本文编号：4017817
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