摘要
In order to analyze the learners＇ cognitive process under the teacher＇s focus-on-form feedback on second language writing, this study carried out an simulation experiment to investigate learners＇ correction rates and confidence levels according to three major variables： feedback modes, error types and treatment orders. The results show that： （1） treatments of ＂Code＂ and ＂Underline＂ both had their advantages and disadvantages under different situations; （2） different types of errors are sensitive to different feedback modes; （3） orders of treatment may influence learners＇ perception of instructor＇s intention; and （4） learners＇ confidence level may record the cognitive level of the target language and correlate with the correct rate. Finally, it is suggested to pay more attention to the interactive mechanism of feedback effect and to apply more diversified treatments under various situations in practice.
本研究以前人相关研究为基础,以针对语言形式的二语写作书面负反馈为研究重点,并针对反馈形式、错误类型和反馈顺序等变量,设计和实施了写作反馈的模拟实验。反馈效果测量指标分为学习者的错误纠正率和对答案的心理确认度。研究结果表明:(1)"符号反馈法"和"下划线反馈法"各有各的优势和适用范围;(2)不同错误类型对不同反馈形式的敏感度有差异;(3)反馈顺序可能会影响学习者对教师反馈意图的解读;(4)学习者对答案的心理确认程度反应了对目标语的认知程度,并和错误纠正率相关。由此,本研究认为对反馈效果的相关研究应充分考虑变量间的交互机制,在教学实践中也应针对不同情况采取相应的反馈策略。
基金
sponsored by 2010 Science and Research Program of Xi'an Jiaotong University
