大学英语教学间接书面反馈的价值评估

Evaluation of Indirect Written Feedback in College English Teaching

本次研究针对大学生在冠词、过去时和介词等三方面出现的错误,探索间接书面反馈(编码和非编码纠正与修订)书面准确性的影响。在此调查研究中,50名学生被随机分为两组。在初始阶段,向第一组提供教师的间接书面反馈(如:用下划线,循环或错误代码标识出三种错误),而第二组无任何书面反馈。参与者的书面反馈分为三个阶段:写作前测试、写作后即刻测试和写作后延迟测试。对独立样本的T检验表明:接受间接书面反馈的学生与未接受间接书面反馈的学生相比在新的写作任务上表现得更好。研究发现在随后的写作中,间接书面反馈对减少这三种错误都具有重要意义。更深层次的结果表明,间接书面反馈可以帮助学习者增强对所犯错误的理解,并在将来的学习中减少这些错误,增强学习主动性。

This study was conducted among college English students to study the influence of indirect written feedback(coded and non-coded correction and revision)on the accuracy of written feedback,aiming at the errors in articles,past tense and preposition.In this experimental study,50 students were randomly divided into two groups.In the initial stage,the first group was provided with the teacher’s indirect written feedback(e.g.three kinds of errors were identified by underline,cycle or error code),while the second group had no written feedback.The participants’written feedback includes three stages:pre-test,post-test,immediate test and delayed post-test.Independent sample T-test shows that students who receive indirect written feedback perform better in new writing than those who do not.It is found that indirect written feedback plays an important role in reducing any of the three kinds of errors.The deeper results show that indirect written feedback can help learners better understand their mistakes,reduce their mistakes and enhance their learning initiative.