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不同的反馈方式对大学生英语书面语中形式错误更正的影响

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目录

文摘

英文文摘

论文说明:Llst of Tables、List of Figures、List of Abbreviations

声明

Acknowledgements

Chapter One INTRODUCTION

1.1 Background of the Study

1.2 Purpose of the Study

1.3 Significance of the Study

1.4 Scope of the Study

1.5 Organization of the Thesis

Chapter Two THEORETICAL FRAMEWORK

2.1 Theories Directly Relevant to the Present Research

2.1.1 Feedback

2.1.2 Noticing Hypothesis

2.2 Theories Indirectly Relevant to the Present Research

2.2.1 Output Hypothesis

2.2.2 Memory Theory

2.2.3 Underlining Assumption

Chapter Three UTERATURE REVIEW

3.1 Overview

3.2 Studies on Different Feedbacks Abroad

3.2.1 The Study Directly Related to the Current Study

3.2.2 Other Studies on Different Feedbacks A broad

3.2.3 Strengths of the Studies Abroad

3.2.4 Weaknesses of the Studies Abroad

3.3 Studies on Different Feedbacks in China

3.3.1 The Study Directly Related to the Current Study

3.3.2 Other Studies on Different Feedbacks in China

3.3.3 Strengths of the Studies in China

3.3.4 Weaknesses of the Studies in China

3.4 The Strengths of the Present Study

Chapter Four RESEARCH DESIGN

4.1 Research Questions and Hypotheses

4.2 Experimental Design

4.2.1 Group Division

4.2.2 Operationalization of Variables

4.2.3 Experimental Sequence

4.2.4 Two Compositions Required

4.2.5 Interview

4.2.6 Sequence of One Composition

4.2.7 Different Feedbacks

4.2.8 Different Treatments in Detail

Chapter Five METHODOLOGY

5.1 Pilot Study

5.1.1 Introduction

5.1.2 Purpose of the Pilot Study

5.1.3 Conclusion of the Pilot Study

5.2 Present Study

5.2.1 Participants

5.2.2 Composition Materials

5.2.3 Errors Division

5.2.4 Data Collection

5.2.5 Data Statistical Method

Chapter Six RESULTS AND DISCUSSION

6.1 Introduction

6.2 Results and Discussion

6.2.1 Results and Discussion of Research Question 1

6.2.2 Results and Discussion of Research Question 2

6.2.3 Results and Discussion of Research Question 3

6.2.4 Results and Discussion of Research Question 4

6.2.5 Summary of the Results and Discussions

6.3 Results Comparisons

6.3.1 Comparison between the Present Study and the Studies Abroad

6.3.2 Comparison between the Present Study and the Studies in China

6.3.3 Comparison between the Results of the Two Composition Tasks

6.4 Conclusion

Chapter Seven CONCLUSIONS, LIMITATIONS AND IMPLICATIONS

7.1 Conclusions of the Present Study

7.1.1 Major Findings of the Present Study

7.1.2 Summary

7.2 Limitations

7.3 Implications

7.3.1 Pedagogical Implications

7.3.2 Future Research Suggestions

Notes

REFERENCES

APPENDICES

本文作者在攻读硕士学位期间发表论文情况

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摘要

本文用实验的方式探讨了不同的反馈方式对大学生注意及改正其英语书面语中语言形式错误的影响。语言形式错误指词汇错误和语法错误。 本实验包括一个控制组和三个实验组,分别是:教师反馈组,同伴反馈组和学生自我反馈组。研究目的是探讨在帮助被试注意及改正其作文中出现的语言形式错误时,哪种反馈方式效果最好。实验中,三个实验组的被试分别在课堂上限时30分钟写一篇命题作文,两周后,经过三种不同的反馈方式对作文中出现的语言形式错误进行处理和更正,让学生在课堂上再次限时20分钟重写第一篇作文。控制组的被试只在相隔的时间内写出两篇题目相同的作文,两次作文之间不做任何反馈处理。研究者对四组被试两次作文中的错误和更改数目分别进行统计,并用SPSS11.5社会科学统计软件对所得数据进行统计分析。结果表明:1.在第一次作文中,各组之间在错误数量不存在显著差异的前提下,教师修改的错误最多。2.在学生注意错误数量方面,教师反馈组的被试注意到的错误最多。3.各组被试在二稿件中改正一稿中出现的错误方面,教师反馈组的被试远比其他组的被试做得好。4.关于学生在第二次作文中重复第一次作文中的错误以及为了避免错误而选择其他语言形式的对比方面,依然是教师反馈组的被试胜于其他各组的被试。 通过访谈,研究者发现,四个组的大多数被试希望由老师来修改作文中出现的语言形式错误。结果表明:在对学生书面语形式错误的各种反馈中,教师反馈是最好的选择。

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