本文選題：書面糾正性反饋 + 語(yǔ)言分析能力��； 參考：《江蘇大學(xué)》2017年碩士論文

【摘要】：近三十年來,糾正性反饋一直是國(guó)內(nèi)外二語(yǔ)習(xí)得與二語(yǔ)寫作領(lǐng)域的研究焦點(diǎn)之一。目前書面糾正性反饋已取得不少實(shí)證性研究成果,但該領(lǐng)域的研究多為單因素因果鏈研究設(shè)計(jì),也即僅僅涉及書面糾正性反饋的有效性以及不同反饋方式的有效性差異,而忽略了學(xué)習(xí)者因素和語(yǔ)言因素本身對(duì)糾錯(cuò)效果的影響,從而導(dǎo)致研究結(jié)果的不相一致。只有個(gè)別研究者將學(xué)習(xí)者個(gè)體差異作為糾錯(cuò)效果影響因素加以考察。至于影響反饋效果的語(yǔ)言因素,已有研究尚未探討書面糾錯(cuò)能否有效促進(jìn)學(xué)習(xí)者對(duì)涉及整個(gè)句子結(jié)構(gòu)、相對(duì)復(fù)雜的語(yǔ)言項(xiàng)的習(xí)得,而且還忽略了錯(cuò)誤性質(zhì)(如母語(yǔ)干擾性錯(cuò)誤)對(duì)糾錯(cuò)效果的影響,因而尚無法較為全面地揭示反饋對(duì)語(yǔ)言知識(shí)習(xí)得的作用。有鑒于此,本研究選用英語(yǔ)定語(yǔ)從句為目標(biāo)結(jié)構(gòu),同時(shí)納入學(xué)習(xí)者語(yǔ)言分析能力為調(diào)節(jié)變量,旨在考察書面糾正性反饋對(duì)母語(yǔ)干擾性整體錯(cuò)誤的有效性以及學(xué)習(xí)者語(yǔ)言分析能力對(duì)書面糾正性反饋效果的調(diào)節(jié)作用,具體回答(1)書面糾正性反饋對(duì)中國(guó)學(xué)生英語(yǔ)定語(yǔ)從句的習(xí)得是否有效?(2)重述與元語(yǔ)言反饋對(duì)中國(guó)學(xué)生英語(yǔ)定語(yǔ)從句習(xí)得的效果是否存在差異?(3)語(yǔ)言分析能力是否以及多大程度對(duì)書面糾正性反饋效果產(chǎn)生調(diào)節(jié)作用?本研究采用定量和定性相結(jié)合的研究設(shè)計(jì)。定量研究采用“前測(cè)—干預(yù)—即時(shí)后測(cè)—延時(shí)后測(cè)1—延時(shí)后測(cè)2”的準(zhǔn)實(shí)驗(yàn)設(shè)計(jì),以92名江蘇某高校英語(yǔ)專業(yè)新生為受試,將其分成重述組(31人),元語(yǔ)言反饋組(31人)和控制組(30人)。本研究選用英語(yǔ)定語(yǔ)從句作為目標(biāo)結(jié)構(gòu)。語(yǔ)言分析能力采用Ottó設(shè)計(jì)的人工語(yǔ)言測(cè)試卷,書面糾正性反饋的效果則通過受試目標(biāo)結(jié)構(gòu)使用的正確率加以衡量。四個(gè)測(cè)試階段都采用漢譯英的方式考察反饋效果,前測(cè)、即時(shí)后測(cè)和延時(shí)后測(cè)1為句子漢譯英,延時(shí)后測(cè)2為一篇故事性短文的漢譯英。在干預(yù)階段,重述組直接提供正確答案,元語(yǔ)言反饋組不僅給出參考譯文,且還從“英漢句子構(gòu)句原則及其特點(diǎn)”、“英漢定語(yǔ)從句特點(diǎn)與功能”以及“限制性定語(yǔ)從句與非限制性定語(yǔ)從句的區(qū)別”三方面進(jìn)行詳細(xì)的舉例說明,控制組不提供任何反饋。整個(gè)實(shí)驗(yàn)持續(xù)12周。定性研究采用單獨(dú)訪談的形式,旨在了解影響受試對(duì)反饋信息處理方式及其深度與效果的情感因素、研究設(shè)計(jì)因素等,從而幫助解讀反饋有效性及其差異的可能原因。訪談在所有測(cè)試結(jié)束后進(jìn)行。受訪者主要依據(jù)量化研究階段所測(cè)的語(yǔ)言分析能力與反饋效果情況加以選擇,包括重述組8人、元語(yǔ)言反饋組8人與控制組4人,每位受訪時(shí)間為25-30分鐘。對(duì)各項(xiàng)測(cè)試數(shù)據(jù)進(jìn)行獨(dú)立樣本T檢驗(yàn)、單因素方差分析、Scheffe事后檢驗(yàn)分析和重復(fù)測(cè)量方差分析的結(jié)果顯示:1)重述與元語(yǔ)言反饋都能一定程度上促進(jìn)英語(yǔ)定語(yǔ)從句的習(xí)得,說明書面糾正性反饋有助于整體性結(jié)構(gòu)的正確使用;2)重述與元語(yǔ)言反饋對(duì)英語(yǔ)定語(yǔ)從句的習(xí)得有積極影響,二者短期促學(xué)效果相當(dāng),但后者長(zhǎng)期效果稍具優(yōu)勢(shì),說明書面糾正性反饋能夠幫助學(xué)習(xí)者減少由母語(yǔ)干擾引起的全局性結(jié)構(gòu)錯(cuò)誤,而且其效果與反饋的顯性程度成正比;3)語(yǔ)言分析能力與反饋方式的交互作用不顯著,表明在非目標(biāo)語(yǔ)的學(xué)習(xí)環(huán)境下,不同糾正性反饋方式的效果不受語(yǔ)言分析能力的調(diào)節(jié)。本研究在理論和實(shí)踐上具有重要意義。理論上,本研究涉及二語(yǔ)習(xí)得的一些關(guān)鍵理論問題(如意識(shí)、顯性知識(shí)在二語(yǔ)習(xí)得中的作用,影響二語(yǔ)習(xí)得的認(rèn)知因素與情感因素等),既可以為二語(yǔ)習(xí)得認(rèn)知理論提供實(shí)證性支持,也有助于完善并深化認(rèn)知框架下的外語(yǔ)教學(xué)理論。實(shí)踐上,本研究證實(shí)了書面糾正性反饋的正面作用,更進(jìn)一步揭示了反饋巨大的促學(xué)潛能,為今后研究及實(shí)際教學(xué)提供有益指導(dǎo),為教師針對(duì)不同的學(xué)習(xí)者、不同的語(yǔ)言項(xiàng)選擇合適的糾錯(cuò)策略與糾錯(cuò)方式提供依據(jù),從而幫助實(shí)現(xiàn)糾錯(cuò)效果的最大化,有效促進(jìn)學(xué)生二語(yǔ)中介語(yǔ)的發(fā)展。
[Abstract]:In the past thirty years, corrective feedback has been one of the focus of research in the field of two language acquisition and two language writing at home and abroad. At present, a lot of empirical research results have been obtained in written corrective feedback, but the research in this field is mainly designed for single factor causal chain, which involves only the effectiveness of corrective feedback and different feedback parties. The difference between the effectiveness of the type and the influence of the learner factor and the language factor itself on the error correction effect is ignored, which leads to the unconformity of the results. Only a few researchers examine the individual differences of the learners as the influencing factors of the error correction effect. As for the language factors affecting the feedback effect, the existing research has not yet discussed the written error correction. Can it effectively promote the learners' acquisition of the whole sentence structure and the relatively complex language items, and ignore the effect of the wrong nature (such as mother tongue interference) on the error correction effect, so it is still unable to fully reveal the effect of feedback on the acquisition of language knowledge. The structure, which includes the learners' language analysis ability as a variable, aims to examine the effectiveness of written corrective feedback on the interference of the mother tongue and the effect of language analysis on the effect of written corrective feedback, and to answer (1) the acquisition of Chinese students' English attributive clauses by written corrective feedback is a specific answer. (2) is there any difference in the effect of restatement and metalinguistic feedback on the acquisition of English attributive clauses in Chinese students? (3) is the language analysis ability and how much to the effect of the written corrective feedback effect? This study adopts a combination of quantitative and qualitative research. The posttest - the quasi experimental design of delayed posttest 1 - delayed post test 2, 92 College English Majors in Jiangsu, were divided into restate group (31 people), metalinguistic feedback group (31) and control group (30 people). The study selected English attributive clauses as the target structure. The language analysis ability adopted the artificial language test volume designed by Ott. The effect of written corrective feedback is measured by the correct rate of the use of the target structure. The four test stages all use the Chinese English translation method to investigate the feedback effect, the pre test, the immediate post test and the delayed post test 1 are sentence Chinese translation, and the delayed post test 2 is a story short text translation. In the intervention stage, the restatement group directly provides the correct. The metalinguistic feedback group not only gives a reference translation, but also gives a detailed example of the three aspects of "the principles and characteristics of sentence constructions in English and Chinese sentences", "characteristics and functions of English and Chinese attributive clauses" and "the distinction between restrictive attributive clauses and non restrictive attributive clauses." the control group does not provide any feedback. The whole experiment continues to be 12. In the form of a separate interview, the qualitative study aims to understand the affective factors that affect the method of feedback information processing, the depth and effect of feedback, research design factors, etc., so as to help to interpret the possible causes of feedback effectiveness and its differences. The language analysis ability and feedback effect were selected, including retelling Group 8, meta language feedback group 8 and control group 4 people, each receiving time was 25-30 minutes. Independent sample T test for each test data, single factor variance analysis, Scheffe post test analysis and repeated measurement analysis of variance analysis showed: 1) restatement and yuan Language feedback can promote the acquisition of English attributive clauses to a certain extent, indicating that written corrective feedback contributes to the correct use of the overall structure; 2) restatement and metalinguistic feedback have a positive impact on the acquisition of English attributive clauses, and the short-term effect of the two is equivalent, but the long-term effect of the latter has a slight advantage, indicating the written corrective feedback. It can help the learners to reduce the global structural errors caused by mother tongue interference, and the effect is proportional to the degree of dominance of feedback; 3) the interaction of language analysis ability and feedback method is not significant, indicating that the effect of different corrective feedback methods is not regulated by the ability of language analysis in the learning environment of non target language. The study is of great significance both in theory and practice. In theory, this study involves some of the key theoretical issues of two language acquisition (such as consciousness, the role of explicit knowledge in the two language acquisition, the cognitive and emotional factors that affect the two language acquisition), which can not only provide empirical support for the cognitive theory of two language acquisition, but also help to improve and deepen the recognition. In practice, in practice, this study confirms the positive effect of written corrective feedback, further reveals the huge feedback potential of feedback, provides useful guidance for future research and practical teaching, and provides teachers with different learners and different language items to choose appropriate error correction strategies and error correction methods. Based on this, it helps to maximize the effectiveness of error correction and effectively promote the development of students' two language interlanguage.
【學(xué)位授予單位】：江蘇大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H314

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