书面纠正性反馈和语言分析能力对英语定语从句学习的影响

发布时间：2018-07-20 13:42

【摘要】：书面纠正性反馈一直是二语写作和二语习得研究领域的重要课题,但关于“书面纠正性反馈是否有效”、“哪种反馈方式更有效”的结论尚未达成一致。其中,部分实证研究已表明书面纠正性反馈有助于语法准确性的提高,然而研究的重点仅局限于几个简单的语法项目,极少涉及复杂的结构。在综合借鉴了前人研究的基础上,本研究选取定语从句作为目标结构,并结合学习者的个体因素(语言分析能力),探讨直接书面反馈与元语言书面反馈对中学生定语从句学习的影响,具体研究问题如下:(1)直接反馈和元语言书面反馈对于英语定语从句的学习有何影响?(2)直接反馈和元语言书面反馈的效果能否得到保持?若能得到保持,哪种反馈方式的效果较好?(3)语言分析能力在多大程度上调节书面纠正性反馈的效果?本研究受试为山东某中学的90名高二学生,分成目标结构掌握情况大致相同的三组:直接反馈组(30人)、元语言书面反馈组(30人)和控制组(30人)。直接反馈组:仅指明错误并予以改正;元语言书面反馈组:指明错误并提供正确形式与元语言解释,如语法规则和范例。本研究采用“前测—干预阶段—即时后测—延时后测”的实验设计,前两组接受六次测试、三次反馈处理,而控制组只完成六次测试即可,共历时两个月。所有受试的试卷经严格评判后,采用SPSS 20.0软件对测试成绩进行统计分析,得出如下结论:(1)在即时后测和延时后测中,实验组的成绩均优于控制组,而元语言书面反馈组的成绩又优于直接反馈组。书面纠正性反馈对定语从句的学习有积极作用,且元语言书面反馈效果最佳。(2)从前测到即时后测再到延时后测,控制组几乎无进步,直接反馈组和元语言书面反馈组均有进步,而后者的进步性较为显著。这说明书面纠正性反馈的效果能得到较好地保持。就反馈的短期效果和长期效果而言,元语言书面反馈比直接反馈更具优势。(3)语言分析能力对书面纠正性反馈的效果存在一定的调节作用,语言分析能力与元语言书面反馈效果的相关程度高于其与直接反馈效果的相关程度,即高语言分析能力者在接受元语言书面反馈后进步显著。书面纠正性反馈有助于语法准确性的提高,对英语教学具有一定的启示。在实际的语法教学中,教师要充分利用书面纠正性反馈来促进教学。在给予书面纠正性反馈时,教师应关注学习者的个体差异性和目标结构的特点。此外,教师还要鼓励学生接受反馈后应及时地修正和练习,进而促进知识的内化与巩固。
[Abstract]:Written corrective feedback has always been an important topic in the field of second language writing and second language acquisition, but there is no agreement on whether written corrective feedback is effective or not and which form of feedback is more effective. Some empirical studies have shown that written corrective feedback contributes to the improvement of grammatical accuracy, however, the focus of the study is limited to a few simple grammatical items, and rarely involves complex structures. On the basis of the previous studies, this study selects attributive clauses as the target structure. Combined with learners' individual factors (language analysis ability), this paper explores the effects of direct written feedback and meta-linguistic written feedback on the learning of attributive clauses of middle school students. The specific research questions are as follows: (1) how do direct feedback and meta written feedback affect the learning of English attributive clauses? (2) can the effect of direct feedback and meta written feedback be maintained? If it can be maintained, what kind of feedback is more effective? (3) to what extent does the ability of language analysis adjust the effect of written corrective feedback? In this study, 90 senior middle school students were divided into three groups: direct feedback group (30 students), meta-language written feedback group (30 students) and control group (30 students). Direct feedback group: only identify errors and correct them; meta-language written feedback group: indicate errors and provide correct forms and meta-language explanations such as grammatical rules and examples. In this study, the experimental design of "pre-test, intervention stage, instant post-test and delayed post-test" was adopted. The first two groups received six tests and three times of feedback, while the control group only completed six tests, which lasted for two months. After strict evaluation, the test results were analyzed by SPSS 20.0 software. The conclusions are as follows: (1) in the instant post-test and delayed post-test, the results of the experimental group are better than those of the control group. The meta-language written feedback group is superior to the direct feedback group. Written corrective feedback has a positive effect on the learning of attributive clauses, and the metalanguage written feedback is the best. (2) the control group has almost no progress, while the direct feedback group and the meta-language written feedback group have made progress. The latter is more strikingly progressive. This shows that the effect of written corrective feedback can be maintained. In terms of the short-term and long-term effects of feedback, metalanguage written feedback has more advantages than direct feedback. (3) language analysis ability has a certain regulatory effect on the effect of written corrective feedback. The degree of correlation between language analysis ability and metalanguage written feedback effect is higher than that between language analysis ability and direct feedback effect. Written corrective feedback is helpful to improve grammatical accuracy and has some implications for English teaching. In practical grammar teaching, teachers should make full use of written corrective feedback to promote teaching. When giving written corrective feedback, teachers should pay attention to the individual differences of learners and the characteristics of goal structure. In addition, teachers should encourage students to revise and practice timely after receiving feedback to promote the internalization and consolidation of knowledge.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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