不同类型错误代码反馈对初中生英语写作的影响研究
发布时间：2020-10-14 16:19
书面反馈和评价是英语写作教学中的重要环节。近年来,各类型书面反馈的有效性及其对英语写作的影响成为国内外研究者关注的热点话题,但对教师评价的研究相对较少。已有研究主要聚焦于直接反馈和间接反馈,对错误代码反馈的研究相对有限,比较错误代码反馈与整合性反馈(错误代码反馈与教师评价相结合)对英语写作影响的研究更不多见。因此,本研究从写作动机和写作水平两个维度探究不同类型错误代码反馈(错误代码反馈与附带情感型教师评语的错误代码反馈)对初中生英语写作的影响。基于互动假说、输出假说和情感过滤假说,该研究主要回答以下两个问题:(1)不同类型错误代码反馈对初中生英语写作动机有何影响?(2)不同类型错误代码反馈对初中生英语写作水平有何影响?本研究以湖南某普通初中20名初二学生为研究对象,设置实验组(接受附加情感型教师评语的错误代码反馈)和控制组(只接受错误代码反馈)。两组受试共参加了4次写作测试和一次问卷调查,实验历时8周,所得数据利用SPSS进行统计分析。研究发现:(1)错误代码反馈和附加情感型教师评语的错误代码反馈都能使学生具有较强的写作动机来采取措施提高自己的写作,但附加情感型教师评语的错误代码反馈效果更加显著。(2)错误代码反馈和附加情感型教师评语的错误代码反馈都能提高学生的写作水平,其中对语法和内容的效果最为突出。但是,附加情感型教师评语的错误代码反馈在提给学生的拼写和结构方面更有效。研究结果表明:教师有必要在初中英语写作教学中运用整合性反馈辅助教学。与单独的错误代码反馈相比,附加情感型教师评语的错误代码反馈能使学生具有更强的写作动机,从而更好地提高学生的英语写作水平。本研究进一步丰富了互动假说、输出假说和情感过滤假说,对英语写作教学有一定的指导作用。由于样本量、研究材料等资源限制,本研究仅部分呈现了不同类型的错误代码反馈对初中生英语写作动机和写作水平的影响。
【学位单位】：湖南师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 An Introduction to Written Corrective Feedback
1.1.1 Classifications of Written Corrective Feedback
1.1.2 Studies on Efficacy of Written Corrective Feedback
1.2 Studies on Effects of Meta-linguistic Feedback on English Writing
1.2.1 Studies on Effects of Coded Error Feedback on English Writing
1.2.2 Studies on Effects of Meta-linguistic Explanation on English Writing
1.3 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing
1.3.1 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing Motivation
1.3.2 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing Proficiency
1.4 Summary
Chapter Two Theoretical Basis
2.1 Interaction Hypothesis
2.2 Output Hypothesis
2.3 The Affective Filter 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 and Discussion
4.1 Effects of Different Types of Coded Error Feedback on English Writing Motivation
4.1.1 Perceived Usefulness of Different Types of Coded Error Feedback
4.1.2 Perceived Encouragement of Different Types of Coded Error Feedback
4.2 Effects of Different Types of Coded Error Feedback on English Writing Proficiency
4.2.1 Changes of the Two Groups' Total Scores of English Writing From Pre-test to Post-test
4.2.2 Changes of the Two Groups' Wording and Spelling Scores of English Writing From Pre-test to Post-test
4.2.3 Changes of the Two Groups' Grammar Scores of English Writing From Pre-test to Post-test
4.2.4 Changes of the Two Groups' Content Scores of English Writing From Pre-test to Post-test
4.2.5 Changes of the Two Groups' Structure Scores of English Writing From Pre-test to Post-test
4.3 Summary
Conclusion
References
Appendix Ⅰ Writing Tasks of Pre-test and Post-test
Appendix Ⅱ List of Error Codes Grouped Into Error Types
Appendix Ⅲ Rubrics Used to Score Drafts
Appendix Ⅳ Samples of Students' writings and revisions
Appendix Ⅴ Writing Scores of Pre-test and Post-test
Appendix Ⅵ Questionnaire
Appendix Ⅶ Data Collected From Questionnaires
Acknowledgements
【参考文献】
本文编号：2840897
【学位单位】：湖南师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 An Introduction to Written Corrective Feedback
1.1.1 Classifications of Written Corrective Feedback
1.1.2 Studies on Efficacy of Written Corrective Feedback
1.2 Studies on Effects of Meta-linguistic Feedback on English Writing
1.2.1 Studies on Effects of Coded Error Feedback on English Writing
1.2.2 Studies on Effects of Meta-linguistic Explanation on English Writing
1.3 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing
1.3.1 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing Motivation
1.3.2 Studies on Effects of Written Corrective Feedback with Teacher Comments on English Writing Proficiency
1.4 Summary
Chapter Two Theoretical Basis
2.1 Interaction Hypothesis
2.2 Output Hypothesis
2.3 The Affective Filter 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 and Discussion
4.1 Effects of Different Types of Coded Error Feedback on English Writing Motivation
4.1.1 Perceived Usefulness of Different Types of Coded Error Feedback
4.1.2 Perceived Encouragement of Different Types of Coded Error Feedback
4.2 Effects of Different Types of Coded Error Feedback on English Writing Proficiency
4.2.1 Changes of the Two Groups' Total Scores of English Writing From Pre-test to Post-test
4.2.2 Changes of the Two Groups' Wording and Spelling Scores of English Writing From Pre-test to Post-test
4.2.3 Changes of the Two Groups' Grammar Scores of English Writing From Pre-test to Post-test
4.2.4 Changes of the Two Groups' Content Scores of English Writing From Pre-test to Post-test
4.2.5 Changes of the Two Groups' Structure Scores of English Writing From Pre-test to Post-test
4.3 Summary
Conclusion
References
Appendix Ⅰ Writing Tasks of Pre-test and Post-test
Appendix Ⅱ List of Error Codes Grouped Into Error Types
Appendix Ⅲ Rubrics Used to Score Drafts
Appendix Ⅳ Samples of Students' writings and revisions
Appendix Ⅴ Writing Scores of Pre-test and Post-test
Appendix Ⅵ Questionnaire
Appendix Ⅶ Data Collected From Questionnaires
Acknowledgements
【参考文献】
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