期刊文献+

聚焦和非聚焦书面反馈对英语非真实条件虚拟语气习得的影响 被引量:21

Focused and Unfocused Written Corrective Feedback on the Acquisition of English Subjunctive
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摘要 本文探讨了聚焦和非聚焦反馈是否能提高非英语专业生非真实条件虚拟语气运用的准确性。实验9周,受试96人,根据前测成绩和反馈类型将学习者分为五组:直接聚焦,间接聚焦,直接非聚焦,间接非聚焦和控制组。结果显示:所有实验组的成绩在即时后测和延时后测中都大大超过了控制组,但在即时后测中,聚焦和非聚焦组无明显差异,直接聚焦优于间接聚焦组,直接非聚焦优于间接非聚焦组;在延时后测中,聚焦优于非聚焦组,间接聚焦优于直接聚焦组,间接非聚焦优于直接非聚焦组。此外,语言水平也影响到对虚拟语气习得的反馈效果。实验结果驳斥了Truscott纠错无效反而有害的观点,为反馈有效提供了正面证据。 This study was to investigate whether focused and un- focused written corrective feedback helps non-English majors to improve linguistic accuracy in using English subjunctive condi- tional. The experiment lasted 9 weeks, including 96 subjects. According to their scores of the pre-test and the types of feedback, the subjects were divided into the direct focused, indirect fo- cused, direct unfocused, and indirect unfocused groups. The re- suits indicated that all the treatment groups significantly outper- formed the control group. However, in the immediate post-test, there was no significant difference between the focused and un- focused groups, but the direct focused group performed better than the indirect focused one, and the direct unfocused group did better than the indirect unfocused one;in the delayed post-test, the focused group outperformed the unfocused, the indirect fo- cused group did better than the direct focused one, and the indi- rect unfocused group performed better than the direct unfocused one. Moreover, the subjects' linguistic proficiency level worked on the feedback effectiveness on improving linguistic accuracy in using English subjunctive conditional. The findings of the present study ran counter to Truscott' s ( 1996, 1999,2007 ) claim that corrective feedback is not effective, it is even harm- ful, thus presenting further positive evidence in support of the effectiveness of corrective feedback.
出处 《外语与外语教学》 CSSCI 北大核心 2013年第2期31-35,40,共6页 Foreign Languages and Their Teaching
基金 湖南省教育厅(2011)315号立项"新形式教学对中介语发展的作用--理论与实践"资助
关键词 聚焦反馈 非聚焦反馈 直接反馈 间接反馈 非真实条件虚拟语气 语言水平 focused feedback unfocused feedback direct feed-back indirect feedback English subjunctive conditional, profi-ciency level
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参考文献24

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二级参考文献29

  • 1杨敬清.提高英语写作评改有效性的反馈机制──实验与分析[J].外语界,1996(3):41-45. 被引量:170
  • 2Ashwell, T. 2000. Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?[J].Journal of Second Language Writing 9: 227-257.
  • 3Chandler, J. 2003. The efficacy of various kind of er ror feedback for improvement in the accuracy and fluency of L2 student writing[J].Journal of Second Language Writing 12. 267-296.
  • 4Doughty, C. &J. Williams. 1998. Focus on Form in Classroom Second Language Acquisition [C]. Cambridge: CUP.
  • 5Ellis, R. 1994. The Study of Second Language Acquisition [M]. Oxford: OUP.
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  • 7Ferris, D. 1999. The case for grammar correction in L2 Writing classes: A response to Truscott [J]. Journal of Second Language Writing 8: 1-11.
  • 8Ferris, D. 2002. Treatment of Error in Second Language Student Writing. Ann Arbor: University of Michigan Press.
  • 9Ferris, D. & B. Roberts. 2001. Error feedback in L2 writing classes: How explicit does it need to be [J]? Journal of Second Language Writing 10: 161- 184.
  • 10Ferris, D., S. Chaney, K. Komura, B. Roberts&S. McKee. 2000. Perspectives, problems, and practices in treating written error [R]. In Colloquium presented at International TESOL Convention, Vancouver, March 14-18.

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