间接书面纠错反馈对初三高低分学生英语写作的影响

发布时间：2018-04-15 07:13

  本文选题：间接书面纠错 + 错误类型　； 参考：《扬州大学》2017年硕士论文

【摘要】：如何提高写作教学的有效性和学生的写作水平一直都是困扰教师和学生的难题。间接书面纠错反馈作为写作教学中最常用的反馈方式之一,其在语言习得方面中的有效性己经被国内外大量实证研究从多种角度进行探讨。但这些研究大都是在ESL背景下开展,国内有关初中英语教师间接书面纠错反馈的实证研究则相对较少。基于已有的研究,本研究主要探寻EFL背景下英语教师间接书面纠错反馈对初中生写作的影响,目的是引起学生对错误的意识并且能够自我修正这些错误,从而提高学生的写作能力。本研究旨在回答如下三个问题:1.高分学生和低分学生写作错误类型的分布情况如何?2.高分学生和低分学生对间接书面纠错性反馈的接纳程度如何?3.高分学生和低分学生对间接书面纠错性反馈的自我修正程度如何?为回答以上三个问题,笔者在河南省安阳市某中学进行了为期两个月的实验。根据期中测试成绩从初三年级两个班提取前20名和后20名学生分为高分组和低分组作为研究对象。通过六次写作任务,每次给予30分钟写100单词的作文,然后对这些学生的作文给予间接书面纠错反馈,之后参考Park(2016)对学生写作错误的分类,利用SPSS独立样本T检验对两组学生写作实验的数据进行分析和比较,得出以下研究发现:第一,无论高、低分组,学生英语写作中有关时态和动词词形的错误出现频率最高,其次是词汇误用,拼写错误和小品词使用错误。高分组学生写作错误主要集中在时态和动词词形错误。低分组学生写作错误主要集中在拼写错误和词汇误用。高低分组学生的错误类型分布存在显著差异。第二,高分组和低分组学生能够接纳理解超过一半的错误。高分组学生对时态和动词词形错误的接纳能力明显高于低分组学生。但是仍有三分之一的错误没有被两组学生接纳。其中,低分组学生对时态错误和小品词使用错误的接纳能力最弱,并且两组学生对词汇误用错误的接纳能力都较弱,不存在显著性差异。第三,高分组和低分组学生能够自我修正大多数的错误,高分组学生在拼写错误、小品词使用错误和词汇误用的自我修正能力强于低分组学生。但是仍有一部分错误没有被两组学生自我修正。其中,低分组学生对拼写错误的自我修正能力最差,并且两组学生对时态和动词词形错误的自我修正能力都较弱,不存在显著性差异。基于以上研究发现,得出以下教学启示:(1)针对高低分学生写作错误类型分布的情况教师应给予不同的重视,细化基础语法知识点,强化学生对语法的理解;(2)教师应细化自己的间接纠错反馈类型以便提高学生对教师间接纠错反馈的接纳能力;(3)针对高分学生和低分学生的自我修正能力的差距,教师应着重提升学生的基础语法实际运用能力。
[Abstract]:How to improve the effectiveness of writing teaching and students writing level has been puzzling teachers and students.As one of the most commonly used feedback methods in writing teaching, the effectiveness of indirect written error correction feedback in language acquisition has been discussed by a large number of empirical studies at home and abroad from various angles.However, most of these studies are carried out under the background of ESL, and there are relatively few empirical studies on indirect written error correction feedback of junior high school English teachers in China.Based on previous studies, this study explores the influence of indirect written error correction feedback on junior high school students' writing in the context of EFL, with the aim of generating students' awareness of errors and being able to correct them themselves.So as to improve the students' writing ability.The purpose of this study is to answer the following three questions: 1: 1.What is the distribution of the types of writing errors between high score students and low score students?The acceptance of indirect written error-correction feedback by high score students and low score students is 3. 3%.What is the degree of self-correction of indirect written error-correction feedback between high and low score students?In order to answer the above three questions, the author conducted a two-month experiment in a middle school in Anyang City, Henan Province.According to the results of midterm test, the top 20 students and the latter 20 students were divided into high score group and low score group.They were given 30 minutes to write 100 words at a time, and then indirect written error correction feedback was given to the students' compositions, and then the classification of students' writing errors was given with reference to Parkf2016.SPSS independent sample T test is used to analyze and compare the data of the two groups of students' writing experiments. The following results are obtained: first, the errors about tenses and verb forms appear most frequently in English writing, no matter whether they are in high or low groups.The second is misuse of vocabulary, spelling errors and use mistakes of sketch words.High-score students' writing errors mainly focus on tense and verb-shaped errors.Low-group students' writing errors mainly focus on spelling errors and vocabulary misuses.There are significant differences in the distribution of error types between high and low group students.Second, high-score and low-group students were able to accept more than half of the mistakes.The acceptance of tense and verb errors in the high score group was significantly higher than that in the low score group.But there are still 1/3 mistakes not accepted by the two groups of students.Among them, the low group students have the weakest acceptance ability to the errors of tense and sketch words, and the acceptance ability of the two groups of students to the misuse of vocabulary is weak, there is no significant difference between the two groups.Thirdly, the students of high score group and low group can self-correct most mistakes, and the students of high score group have better self-correcting ability in spelling error, essay usage error and vocabulary misuse than those in low group group.But there are still some mistakes that were not corrected by the two groups of students.Among them, the low group students have the worst ability to correct spelling errors, and the two groups of students have weak self-correction ability to tense and verb form errors, there is no significant difference between the two groups.Based on the above findings, the following teaching enlightenment: 1) the teacher should pay different attention to the distribution of students' writing errors and refine the basic grammar knowledge.To strengthen students' understanding of grammar, teachers should refine their own types of indirect error correction feedback in order to improve students' acceptance ability of teachers' indirect error correction feedback. 3) the gap of self-correction ability between high and low score students.Teachers should focus on improving students' practical ability of using basic grammar.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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本文编号：1753059