摘要
采用"前测—(反馈—反馈加工)—即时后测—延时后测"实验设计,从49名英语专业学生中选出反馈有效与反馈无效的个案各5例。考察此10例个案对书面纠正性反馈的注意程度,并通过英语水平与语言分析能力测试及思维方式调查,探究影响书面纠正性反馈效果的认知因素及其影响机理。各项数据的分析表明:针对相同性质错误的相同书面纠正性反馈,学习者的思维方式、语言分析能力与目标语水平决定其能够注意什么及其注意的深度,并以此方式最终影响书面纠正性反馈的有效程度。
This study, by making case studies of 10 subjects, explores the cognitive factors affecting the effectiveness of writ- ten corrective feedback （WCF） and the ways they exert their influence. The subjects, 5 of whom benefit greatly and the other 5 of whom benefit very little from the WCF, are chosen from 49 juniors of English major through a ＂pretest-（WCF）-（ process- ing of the WCF） -immediate posttest-delayed posttest＂ experiment. Their noticing and processing of the WFC are examined in detail. And they are tested on their English proficiency, language analytic ability and thinking style. An analysis of the data from the tests shows that the effectiveness of the same WCF given to the errors of the same nature is influenced by learners＇ thinking style, language analytic ability and English proficiency, which determines the amount and the degree of their noticing of the WCF.
出处
《西安外国语大学学报》
CSSCI
2014年第1期75-78,共4页
Journal of Xi’an International Studies University
基金
教育部人文社会科学研究规划基金项目"中国大学生EFL书面纠错反馈效果研究"(项目批准号:11YJA740077)
江苏省社会科学基金课题"学习者认知因素和教学方式显性程度对外语学习的交互作用研究"(项目批准号:12YYD018)
江苏大学重点教改项目"外语专业人才创新能力与职业素养培养模式的探索与实践"(项目编号:2011JGZD029)的部分成果
关键词
书面纠正性反馈
认知因素
注意
written corrective feedback
cognitive factor
noticing
