摘要
本文探讨不同的教师反馈对英语专业学生写作中不同语法的准确性的影响。实验持续7周,受试者来自某211大学英语专业一、三年级的四个自然班,共113人,其中一年级54人,三年级59人被分为直接反馈组、间接反馈组和无反馈组。研究结果显示,直接反馈和间接反馈都可以提高即时测试中冠词、屈折形式以及句式三类语法的准确性,直接反馈的效果更明显;在延后测试中,直接反馈可以有效提高句式的准确性,对冠词和屈折形式准确性的提高无显著作用,而间接反馈对三类语法准确性的提高均无显著作用。
The paper discusses the effects of different teacher feedback types on the accuracy of different grammatical categories in English majors' writing. The experiment lasted for seven weeks. Four intact classes of English majors in a 211-project university were chosen as subjects, including 54 freshmen and 59 juniors. The 113 participants were divided into three groups: direct feedback group, indirect feedback group and control group. The results show that in immediate posttest, both direct feedback and indirect feedback can improve the accuracy of article use, inflectional forms and sentence patterns, and direct feedback is more effective. In the delayed posttest, direct feedback can effectively improve the accuracy of sentence patterns, but it has no effects on the accuracy of article use and inflectional forms. Indirect feedback has no effects on the accuracy of the three error types.
出处
《语言教育》
2017年第2期64-68,共5页
Language Education
基金
2014年度教育部人文社会科学研究规划基金项目"基于动态系统理论的二语修正性反馈研究"(项目编号:14YJA740040)的阶段性研究成果
关键词
教师修正性反馈
英语写作
准确性
错误类型
teacher corrective feedback
English writing
accuracy
error types