發(fā)布時(shí)間：2018-05-13 09:48

  本文選題：二語(yǔ)寫作 + 糾錯(cuò)反饋��； 參考：《語(yǔ)言教學(xué)與研究》2017年01期

【摘要】：二語(yǔ)寫作糾錯(cuò)性反饋研究是近十幾年來(lái)語(yǔ)言學(xué)研究的熱點(diǎn),相關(guān)研究爭(zhēng)議不斷,主要有二語(yǔ)寫作糾錯(cuò)性反饋是否有效,隱性反饋和顯性反饋哪一個(gè)更能促進(jìn)二語(yǔ)寫作習(xí)得。通過(guò)梳理材料,我們認(rèn)為引起爭(zhēng)議的主要原因有二語(yǔ)寫作糾錯(cuò)反饋的有效性的標(biāo)準(zhǔn)不一,糾錯(cuò)反饋研究大都局限在語(yǔ)法糾錯(cuò)范疇,缺乏整體糾錯(cuò)意識(shí)和行為,以及實(shí)驗(yàn)研究中各類變量考慮不周。本文依據(jù)二語(yǔ)習(xí)得理論,給出了解決的意見(jiàn)和建議。
[Abstract]:The study of error-correcting feedback in second language writing has been a hot topic in linguistic studies in recent years. There have been numerous controversies about whether error-correcting feedback in second language writing is effective and which one can promote the acquisition of second language writing better than implicit feedback or explicit feedback. Through combing the materials, we find that the main reasons for the controversy are the different criteria for the effectiveness of error-correction feedback in second language writing. The research on error-correction feedback is mostly confined to the category of grammatical error correction and lacks the overall awareness and behavior of error-correction. And all kinds of variables are not well considered in the experimental research. Based on the theory of second language acquisition, this paper gives some suggestions.
【作者單位】： 河南工業(yè)大學(xué)外語(yǔ)學(xué)院;
【基金】：河南省教育廳人文社會(huì)科學(xué)研究重點(diǎn)項(xiàng)目“認(rèn)知負(fù)荷理論框架下的母語(yǔ)遷移與二語(yǔ)寫作研究”(項(xiàng)目編號(hào):2015-ZD-210) 河南省社科聯(lián)2016年度項(xiàng)目“基于語(yǔ)料庫(kù)的二語(yǔ)寫作語(yǔ)言機(jī)制研究”(項(xiàng)目編號(hào):SKL-2016-1601)資助
【分類號(hào)】：H09
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本文編號(hào)：1882647