This study aims to find out the effectiveness of corrective feedback on ESL writing.By reviewing and analyzing the previous six research studies,the author tries to reveal the most effective way to provide corrective ...This study aims to find out the effectiveness of corrective feedback on ESL writing.By reviewing and analyzing the previous six research studies,the author tries to reveal the most effective way to provide corrective feedback for L2 students and the factors that impact the processing of error feedback.Findings indicated that corrective feedback is helpful for students to improve ESL writing on both accuracy and fluency.Furthermore,correction and direct corrective feedbacks as well as the oral and written meta-linguistic explanation are the most effective ways to help students improving their writing.However,in dividual learner's difference has influence on processing corrective feedback.At last,limitation of present study and suggestion for future research were made.展开更多
There have been a lot of complaints from theteachers who teach English writing in China on theheavy load of correcting students’ work and the low ef-ficiency involved.This article discusses the problemscaused by the ...There have been a lot of complaints from theteachers who teach English writing in China on theheavy load of correcting students’ work and the low ef-ficiency involved.This article discusses the problemscaused by the traditional approach to teaching Englishwriting,and suggests that one way to improve stu-dents writing skills is to develop students’ composingprocesses,especially the process of revision.Based onresearch findings and the many-year teaching practice,the author describes some ways of helping studentslearn to write through using feedback effectively.展开更多
本文研究了教师将分析性写作评估标准(Jacobs et al.,1981)实践于大学英语写作课堂的教学效果。教学以社会互动理论为引导,教师与学生共同参与作文课堂动态评估。研究通过独立样本t检验来考察教学前后103名学生写作成绩的显著性差异,同...本文研究了教师将分析性写作评估标准(Jacobs et al.,1981)实践于大学英语写作课堂的教学效果。教学以社会互动理论为引导,教师与学生共同参与作文课堂动态评估。研究通过独立样本t检验来考察教学前后103名学生写作成绩的显著性差异,同时通过多元线性回归分析检测评估标准中的五大元素——写作内容、篇章组织、语言运用、词汇使用和写作规范性来说明其对教学的影响力(R^2=.564)。结果表明,课堂动态评估写作教学能有效提高学生写作能力并促其获得评估知识。展开更多
文摘This study aims to find out the effectiveness of corrective feedback on ESL writing.By reviewing and analyzing the previous six research studies,the author tries to reveal the most effective way to provide corrective feedback for L2 students and the factors that impact the processing of error feedback.Findings indicated that corrective feedback is helpful for students to improve ESL writing on both accuracy and fluency.Furthermore,correction and direct corrective feedbacks as well as the oral and written meta-linguistic explanation are the most effective ways to help students improving their writing.However,in dividual learner's difference has influence on processing corrective feedback.At last,limitation of present study and suggestion for future research were made.
文摘There have been a lot of complaints from theteachers who teach English writing in China on theheavy load of correcting students’ work and the low ef-ficiency involved.This article discusses the problemscaused by the traditional approach to teaching Englishwriting,and suggests that one way to improve stu-dents writing skills is to develop students’ composingprocesses,especially the process of revision.Based onresearch findings and the many-year teaching practice,the author describes some ways of helping studentslearn to write through using feedback effectively.
文摘本文研究了教师将分析性写作评估标准(Jacobs et al.,1981)实践于大学英语写作课堂的教学效果。教学以社会互动理论为引导,教师与学生共同参与作文课堂动态评估。研究通过独立样本t检验来考察教学前后103名学生写作成绩的显著性差异,同时通过多元线性回归分析检测评估标准中的五大元素——写作内容、篇章组织、语言运用、词汇使用和写作规范性来说明其对教学的影响力(R^2=.564)。结果表明,课堂动态评估写作教学能有效提高学生写作能力并促其获得评估知识。