【摘要】 该文旨在从150名非英语专业新生写作的流利性、准确性和复杂性探究写作过程中教师反馈的有效性以及学生对教师反馈的态度。实验数据通过以下方式采集:调查问卷、实验前后作文成绩的流利性、准确性和复杂性的定量分析、学生实验后书面评论。数据经由社会科学统计软件包(SPSS11.5)统计分析。统计结果表明两种教师反馈(直接纠正和仅在错误处划线)对学生写作的流利性、准确性和复杂性的效果没有显著差异。开放式问卷统计结果显示B班78.9%的学生倾向于教师直接纠正错误而A班仅有38.6%学生有此倾向。更多还原

【Abstract】 The present study aimed at exploring the effectiveness of teacher’s written feedback on the fluency,accuracy and complexity of students’ writing performance,and students’ perceptions towards teacher’s feedback.Subjects were 150 Chinese non-English majors at a normal college from two natural classes with different educational background.Data of the present study was collected from two questionnaires,two CET-4 writing tests,the third drafts of the task two collected before the post-test,students’ written comments on teacher’s feedback in the post-questionnaire.Measurements of fluency,accuracy and complexity were applied in the analysis of students’ third drafts of the task two in order to examine the effectiveness of teacher’s feedback.Statistic results indicated that significant difference was not found in students’ writing performance between those who received direct feedback and those who received indirect feedback in fluency,accuracy and complexity of their third drafts of the task two.Based on their written comments,more students in Class B(78.9%) prefer the teacher to correct their errors directly and there are 38.6% students in Class A.更多还原