...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Language Awareness >Instructional effects on the acquisition of modifiers in constructive criticism by EFL learners
【24h】

Instructional effects on the acquisition of modifiers in constructive criticism by EFL learners

机译：EFL学习者在建设性批评中对习得修饰语习得的教学效果

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Previous research has shown that learners of English might experience considerable difficulty when giving constructive criticism to peers in instructional settings. Unlike native speakers, they tend to soften their criticism far less frequently while aggravating it far more often, and thus require pedagogical help in this area. The present study examines whether meta-pragmatic instruction facilitates the learning of linguistic resources for softening constructive criticism in an instructed language-learning context. Fifty Vietnamese high-intermediate-level students of English as a Foreign Language (EFL) were recruited for the control and treatment conditions. Over a period of 10 weeks, the treatment group received explicit instruction in eight types of criticism modifiers while the control group did not receive any equivalent instruction. For data collection, the two groups participated in discourse completion tasks, role plays, and oral peer feedback tasks before and after the treatment. The treatment group was also engaged in writing reflective journals, which were later collected and analysed for instances of input noticing. A delayed posttest was conducted for the treatment group five weeks after the experiment in order to investigate whether instructional effects (if any) lasted beyond immediate post-experimental observations. Findings show positive instructional effects on learners' pragmatic performance and are discussed with implications for future research.
机译：先前的研究表明，英语学习者在教学环境中对同伴进行建设性批评时可能会遇到很大的困难。与以母语为母语的人不同，他们倾向于减轻批评的频率，而加剧批评的频率则更高，因此在这方面需要教学上的帮助。本研究探讨了元语用教学是否有助于在语言教学的语境中软化建设性批评的语言资源学习。为控制和治疗条件，招募了五十名越南高中英语作为外国语言（EFL）的学生。在10周的时间内，治疗组接受了八种批评修饰语的明确指导，而对照组没有收到任何等效的指导。为了进行数据收集，两组在治疗前后分别参与了话语完成任务，角色扮演和口头同伴反馈任务。治疗小组还参与撰写反思性日记，后来收集并分析了输入注意事项。实验后五周，对治疗组进行了延迟的后期测试，以调查教学效果（如果有）是否超出了即时的实验后观察范围。调查结果显示出对学习者的语用表现有积极的指导作用，并讨论了对未来研究的意义。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号