反馈时机对二语学生阅读成绩的影响被引量：1

Feedback Timing on the Achievement of Chinese EFL Learners on Reading Comprehension

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摘要探讨使用即时和延时两种反馈方式在帮助中国学生提高英语阅读水平方面的影响。本研究采用实证研究的方式,对18名英语专业大学生提供不同方式的反馈(即时反馈、延迟反馈和无反馈)。通过前测和后测成绩的对比,研究显示即时反馈组的学生表现优于延迟反馈组和无反馈组。 This paper aims to investigating the effects of using two types of feedback(immediate and delayed) in helping Chinese students improve their English reading proficiency. Through empirical research, this study makes an investigation into 18 English major students’ performance by giving them three different feedback(immediate feedback, delayed feedback and no feedback). By comparing their pre-test and post-test performance, the study shows that student group getting immediate feedback outperformed the other two groups.

作者亓迪 QI Di(Fuyang Normal University,Fuyang 236000,China)

机构地区阜阳师范大学

出处《南昌师范学院学报》 2020年第1期79-81,共3页 Journal of Nanchang Normal University

基金 2019年度安徽高校人文社会科学研究重点项目“概念隐喻视角下政治文献中的隐喻翻译研究—以《习近平谈治国理政》系列论述为例”,编号:SK2019A0818。

关键词反馈阅读理解语言学习 feedback reading comprehension language learning

分类号 G642.4 [文化科学—高等教育学] H319 [语言文字—英语]

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参考文献2

1曹敏.英语课堂教学中教师的纠正性反馈研究[J].教育界（高等教育）,2015,0(7):88-89. 被引量：1
2李少锋,Rod Ellis,束定芳.纠错反馈时机对不同二语水平学习者的教学效果研究（英文）[J].外语与外语教学,2016(1):1-14. 被引量：13

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