大学英语写作中教师书面反馈的实效性研究

Research on the Effectiveness of Teachers' Written Feedback in College English Writing

教师书面反馈是否有效?哪种形式更有效?这一直是二语写作和二语习得研究领域备受争议的话题。本研究对非英语专业4个平行班的60名学生分别给予直接反馈、划线+代码提示反馈、错误划线反馈、零反馈,通过定性与定量分析,探讨4种模式对大学英语高、中、低不同层次学生的写作水平产生的影响。研究结果发现,书面反馈对非英语专业学生英语写作水平的提高是有成效的,且不同层次(高分组、中分组、低分组)学生写作能力的提高幅度与书面反馈的模式密切相关。

Is teachers# written feedback effective？ Which form is more effective？ The topic concerning the above questions is al-ways a controversial one in the field of second language writing and second language acquisition.In this research,60 students from 4 parallel classes of non-English majors were selected, and direct feedback, feedback with underline＋symbol hint, feedback with underline of the wrong and zero feedback were carried out on them respectively. Through a qualitative and quantitative analy-sis, the influence of the four modes on college students with high-er, medium and lower English levels was explored. It is found in the research results that written feedback plays an effective role in improving non-English majors# English writing ability, and the degrees of improvement in the writing ability of students of differ-ent levels （higher level, medium level, lower level） are closely re-lated with patterns of written feedback.