外語寫作是一種語言輸出技能。與英語學習的其他技能--聽,說,讀是緊密相聯(lián)的。英語學習是一個統(tǒng)一和完整的過程。寫作不僅是輸出的過程,也是再創(chuàng)造的過程,寫作也是英語學習者與其他各種技能連接的媒介。錯誤糾正反饋在外語寫作中的研究是近年來語言學研究的熱點。反饋是英語寫作中一個重要的研究課題,它對英語寫作教學有著重要的意義。有效的反饋可以幫助學生激發(fā)寫作興趣,保持寫作熱情,提高寫作能力,最大限度地發(fā)揮寫作教學效果。從教師的角度來看,反饋不僅是幫助學習者提高寫作技能的認知過程,也是學習者相互交流,表達立場,逐步建立人際關系的社會認知過程。因此,本研究將從教師反饋的功能出發(fā),進一步探討書面糾正反饋和面子威脅程度對不同自尊水平學習者的寫作修改效果的影響。作者提出了以下問題:1.教師的反饋明晰度,面子威脅程度與不同自尊水平學習者的文章修改有何關系?2.反饋明晰度與面子威脅程度如何分別影響不同自尊水平的學生的文章修改?3.不同自尊學生對教師反饋明晰度和面子威脅程度的態(tài)度是什么?非英語專業(yè)的91名學生參加了這個實驗,通過獨立樣本T檢驗和雙因素組間方差分析探究反饋明晰度和面子威脅程度對不同自尊水平學生的表層修... 

【文章來源】：陜西師范大學陜西省 211工程院校 教育部直屬院校

【文章頁數(shù)】：82 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 The Importance of Foreign Language Writing
        1.1.2 Necessity of Feedback of Foreign Language Writing
    1.2 The Motivation of Current Research
    1.3 Significance and Innovation of the Research
    1.4 Research Outline
Chapter Two Literature Review
    2.1 Previous Studies
        2.1.1 Previous Research on the Comparison of Different Types ofCorrective Feedback in the Foreign Language Writing
        2.1.2 Different Forms of Corrective Feedback
            2.1.2.1 Direct Feedback and Indirect Feedback
            2.1.2.2 High Face Threat Feedback and Low FaceThreat Feedback
        2.1.3 Students' Perception to Teachers' Various Feedback on ForeignLanguage Writing 142.2 Problems with Previous Studies
    2.2 Problems with previous studies
        2.2.1 Critique of previous studies
        2.2.2 Implication for current research
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects and Procedure
    3.3 Research Methods
    3.4 Research Instruments
        3.4.1 Self-Esteem Scale （SES）
        3.4.2 The four-level scale
    3.5 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 Differences Between the Different Self-Esteem Level
    4.2 Surface Modification and Meaning Modification under the Interaction ofFeedback Categories and Self-esteem level
        4.2.1 Surface Modification under the Interaction of Feedback Categories andSelf-esteem level
            4.2.1.1 Surface Modification under the Condition of High Clarity andHigh Face Threat
            4.2.1.2 Surface Modification under the Condition of High Clarity andLow Face Threat
            4.2.1.3 Surface Modification under the Condition of Low Clarity andLow Face Threat
            4.2.1.4 Surface Modification under the Condition of Low Clarity andHigh Face Threat
        4.2.2 Meaning Modification under the Interaction of Feedback Categoriesand Self-esteem level
            4.2.2.1 Meaning Modification under the Condition of High Clarity andHigh Face Threat
            4.2.2.2 Meaning Modification under the Condition of High Clarity andLow Face Threat
            4.2.2.3 Meaning Modification under the Condition of Low Clarity andLow Face Threat
            4.2.2.4 Meaning Modification under the Condition of Low Clarity andHigh Face Threat
    4.3 The Effect of Feedback Clarity and Face Threat Level on SurfaceModification and Meaning Modification Respectively
        4.3.1 The Effect of Feedback Clarity on Surface Modification
        4.3.2 The Effect of Feedback Clarity on Meaning Modification
        4.3.3 The Effect of Face Threat Level on Surface Modification
        4.3.4 The Effect of Face Threat Level on Meaning Modification
    4.4 Perception of Students of Different Self-esteem Level to Feedback Clarityand Face Threat Level
        4.4.1 Perception of Students of Different Self-esteem Levelto Feedback Clarity
        4.4.2 Perception of Students of Different Self-esteem Levelto face threat level
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendices
攻讀學位期間科研成果


【參考文獻】：
期刊論文
[1]二語寫作互動中的糾錯反饋:爭議與對策[J]. 李學晉.  語言教學與研究. 2017(01)
[2]英語專業(yè)寫作小組同伴反饋和教師反饋效果研究[J]. 劉永厚.  外語界. 2015(01)
[3]大學英語寫作反饋方式的對比研究[J]. 周一書.  外語界. 2013(03)
[4]我國英語寫作教學三種反饋方式的對比研究[J]. 楊麗娟,楊曼君,張陽.  外語教學. 2013(03)
[5]教師書面反饋中的母語中介功能探究:社會文化活動理論視角[J]. 于書林.  外語界. 2013(02)
[6]英語寫作教學中教師書面反饋效果的案例研究[J]. 李競.  外語界. 2013(02)
[7]大學英語寫作多樣性評改反饋研究[J]. 姚欣,萬靜然.  外語研究. 2012(02)
[8]中國學生英語寫作中教師書面反饋特征與學生反應的案例研究[J]. 李競.  外語界. 2011(06)
[9]中國大學生英語寫作在線同伴反饋和教師反饋對比研究[J]. 蔡基剛.  外語界. 2011(02)
[10]寫作任務的練習效應和教師反饋對不同外語水平學生寫作質(zhì)量和流利度的影響[J]. 貝曉越.  現(xiàn)代外語. 2009(04)



本文編號：3047891