直接聚焦与直接非聚焦书面纠正性反馈对英语写作介词习得的影响研究

The Effects of Direct Focused Written Corrective Feedback and Direct Unfocused Written Corrective Feedback on Preposition Acquisition in English Composition

本文主要探讨直接聚焦和直接非聚焦书面纠正性反馈以及元语言解释能否提高学生英语写作中介词运用的准确性。实验结果表明,直接聚焦与直接非聚焦书面纠正性反馈都有助于学生在英语写作中有效地习得英语介词。在即时后测中,直接聚焦反馈效果优于直接非聚焦反馈;在延时后测中,直接非聚焦反馈效果优于直接聚焦反馈;元语言解释对学习者英语介词的习得也具有一定积极影响。此外,英语学习者语言水平的差异对目标结构效果也具有一定的影响。

This paper attempts to explore whether direct focused written corrective feedback and direct unfocused written corrective feedback can improve the accuracy of preposition use in English compositions.The immediate post-test shows that,with the intervention of the direct written corrective feedback,the average value of the experimental group is higher than the control group,which demonstrates that direct written corrective feedback has some positive effect on the students’ application of prepositions and that the direct focused written corrective feedback can effectively improve the level of students’ applying prepositions in English writing.The degree of raising the scores shows that the effect of the direct focused corrective feedback on the immediate post-test is better than on the delayed post-test.The contrast between the pre-test and the post-test shows that direct focused feedback plus metalanguage feedback has a more positive effect on the students’ application of prepositions in English writing.The experiment data also show that,in the immediate feedback,the effect of direct focused corrective feedback and direct focused corrective feedback plus metalanguage feedback are both better than the effect in the delayed post-test.The final results in the delayed post-test show that the direct focused corrective feedback plus metalanguage feedback has a more positive effect on the graduate students’ application of prepositions in English writing.Therefore,in English writing,the direct focused corrective feedback plus metalanguage feedback has more positive effect on the application of prepositions in English writing.Besides,the direct unfocused corrective feedback has positive effect on the students’ acquisition of prepositions in English writing.With the direct unfocused corrective feedback,the ability of the students to apply prepositions in English writing is improved.The direct unfocused written corrective feedback and the direct unfocused written corrective feedback plus metalanguage feedback both have better effect in delayed post-test than in immediate post-test.The final results show that the direct unfocused written corrective feedback plus metalanguage feedback has better effects than direct unfocused written corrective feedback.Meanwhile,the different proficiency levels of English learners have different impacts on the effect of the target structure.Therefore,in English writing teaching,the teacher should employ different teaching and feedback modes according to the different levels of the students.In conclusion,written corrective feedback and metalanguage feedback help the students in effective acquisition of English prepositions.In the immediate post-test,the direct focused written corrective feedback plays a more positive role than the direct unfocused written corrective feedback.In the delayed post-test,the direct unfocused written corrective feedback plays a more positive role than the direct focused written corrective feedback.Metalanguage feedback is also effective.Besides,proficiency of English has impact on the acquisition of the target structure.