修正性反馈对提高ESL写作水平的影响——以不同国籍学习者为考察维度

发布时间：2018-07-18 20:41

【摘要】：本研究通过采访和跟踪访谈等形式,从学习者本位视角描述其ESL写作中的语法改进目标。通过倾听学习者声音,试图从国际留学生角度再度探讨备受争议的语法改错问题。在对某国际研究生班考察一个学期后,笔者分析20名不同国籍受试对教师修正性反馈的认知态度,重新考量二语写作中修正语法错误的必要性及可操作性。研究发现:(1)有些ESL学习者设立的中介语学习目标不切实际;(2)语法问题一直困扰学习者的二语写作;(3)成年ESL学习者在语法方面仍需教师指导。研究呼吁教师在安排教学活动时应倾听学习者声音。最后,笔者针对二语写作教师如何帮助ESL学习者提高英语语言运用水平提出了建议。
[Abstract]:The present study describes the grammatical improvement goals in ESL writing from a learner-based perspective through interviews and tracking interviews. By listening to learners' voices, this paper attempts to re-explore the controversial grammatical error correction from the perspective of international students. After a semester in an international graduate course, the author analyzes the cognitive attitudes of 20 subjects of different nationalities to the revised feedback of teachers, and reconsiders the necessity and maneuverability of correcting grammatical errors in second language writing. The findings are as follows: (1) some ESL learners' interlanguage learning goals are unrealistic; (2) grammar problems haunt learners' second language writing; (3) adult ESL learners still need teachers' guidance in grammar. The study calls on teachers to listen to learners' voices when arranging teaching activities. Finally, the author puts forward some suggestions on how to help ESL learners improve their English proficiency.
【作者单位】：哈尔滨工业大学;
【基金】：国家社科基金项目“中国高校英语教师跨文化交际能力认知及教学实践”(10BYY037) 中央高校基本科研业务费专向资金资助项目“中西方文化差异及其根源研究”(HIT.HSS.201210) 黑龙江省学位与研究生教育教学改革研究项目“提高研究生公共英语考试水平的研究与实践”(JGXM-HLJ-2014052)和“基于研究生分类培养的英语课程体系建设及管理”(JGXM-HLJ-2014049)的阶段性成果
【分类号】：H09

【共引文献】