In order to analyze the learners＇ cognitive process under the teacher＇s focus-on-form feedback on second language writing, this study carried out an simulation experiment to investigate learners＇ correction rates a...In order to analyze the learners＇ cognitive process under the teacher＇s focus-on-form feedback on second language writing, this study carried out an simulation experiment to investigate learners＇ correction rates and confidence levels according to three major variables： feedback modes, error types and treatment orders. The results show that： （1） treatments of ＂Code＂ and ＂Underline＂ both had their advantages and disadvantages under different situations; （2） different types of errors are sensitive to different feedback modes; （3） orders of treatment may influence learners＇ perception of instructor＇s intention; and （4） learners＇ confidence level may record the cognitive level of the target language and correlate with the correct rate. Finally, it is suggested to pay more attention to the interactive mechanism of feedback effect and to apply more diversified treatments under various situations in practice.展开更多
基金内蒙古师范大学基本科研业务费专项资金资助(supported by the Fundamental Research Funds for the Inner Mongolia Normal University)“新时代背景下内蒙古地区传统文化的创新发展与应用设计研究”的研究成果(编号2022JBXC024)内蒙古自治区研究生科研创新项目“新文科语境下的蒙古族传统服饰色彩创新表达与应用研究”的研究成果(编号S20231069Z)。
基金sponsored by 2010 Science and Research Program of Xi'an Jiaotong University
文摘In order to analyze the learners＇ cognitive process under the teacher＇s focus-on-form feedback on second language writing, this study carried out an simulation experiment to investigate learners＇ correction rates and confidence levels according to three major variables： feedback modes, error types and treatment orders. The results show that： （1） treatments of ＂Code＂ and ＂Underline＂ both had their advantages and disadvantages under different situations; （2） different types of errors are sensitive to different feedback modes; （3） orders of treatment may influence learners＇ perception of instructor＇s intention; and （4） learners＇ confidence level may record the cognitive level of the target language and correlate with the correct rate. Finally, it is suggested to pay more attention to the interactive mechanism of feedback effect and to apply more diversified treatments under various situations in practice.
