【作者】 彭丽娜；

【导师】 陈晓湘；

【作者基本信息】 湖南大学 ， 外国语言学与应用语言学， 2011， 硕士

【摘要】 关于修正性反馈的研究,研究者们关注的第一个问题是到底该不该纠错。Truscott(1996)提出的修正性反馈不仅无效而且有害的观点使该不该纠错成为了争论的焦点,自此向修正性反馈的支持者们(Ferris, 1999; Bitchener et. al., 2005; Ellis et al., 2008)提出了挑战。虽然十几年过去了,但是这一争论因为先前研究的缺陷,还是没有最后的结论。还有一个主要的问题是,应该如何纠错。本文探讨了聚焦和非聚焦反馈对非英语专业学习者虚拟条件句习得的影响,不同类型反馈在习得效果上是否有显著差异,以及学习者语言水平对反馈在目标结构习得中的影响。本实验持续9周,受试者96人,根据前测成绩和反馈类型将学习者分为直接聚焦组,间接聚焦组,直接非聚焦组,间接非聚焦组和控制组。实验数据结果显示:所有实验组在即时后测和延时后测中都大大超过了控制组。但是在即时后测中,聚焦和非聚焦没有明显差异,直接聚焦优于间接聚焦,直接非聚焦优于间接非聚焦,在延时后测中,聚焦优于非聚焦,间接聚焦优于直接聚焦,间接非聚焦优于直接非聚焦。此外,学习者水平也影响到反馈对于虚拟语气习得准确度提高的效果。对于高水平而言,在即时后测中,非聚焦比聚焦反馈更有效,间接反馈比直接反馈更有效;在延时后测中,效果没有发生改变。而对于低水平组,在即时后测中,聚焦反馈相对于非聚焦反馈更有效,直接反馈优于间接反馈;在延时后测中,间接反馈在提高目标结构准确率上显示出更大的潜力。本文实验结果驳斥了Truscott(1996)的纠错不仅无效反而有害的观点,为反馈有效再一次提供了正面证据。更多还原

【Abstract】 The first research question concerned in the field of written CF is: should we correct the errors? In 1996, Truscott claimed that written CF is not only ineffective but potentially harmful. This is a challenge to the adherents of CF and then has been the focus of the debate (Ferris, 1999; Bitchener et al., 2005; Ellis et al., 2008). Although more than a decade has now passed, this controversy has not been resolved and there are widely conflicting answers to this issue since there are various limitations for the previous studies. Another main issue is how we correct the errors.This present study was to investigate whether focused and unfocused written corrective feedback help non-English majors to improve accuracy in the use of subjunctive conditional. The experiment lasted 9 weeks, involving 96 subjects. According to their pre-test scores and the types of feedback, the subjects were divided into direct focused, indirect focused, direct unfocused, indirect unfocused groups.The results indicated that all the treatment groups significantly outperformed the control group. However, in the immediate post-test, there was no significant difference between focused and unfocused groups, but direct focused group preformed better than indirect focused group, direct unfocused group better than indirect unfocused group; in the delayed post-test, focused groups outperformed the unfocused, indirect focused group better than direct focused group, indirect unfocused group better than direct unfocused group. Moreover, subjects’proficiency affected the effectiveness of feedback on improving accuracy in subjunctive use. It turned out that for high proficiency students, unfocused feedback was more effective than focused feedback, indirect more effective than direct in the short term and for the long run, it was still the same; for low proficiency, focused feedback was more effective than unfocused feedback, direct more effective than indirect in the short term and for the long run, focused feedback was more effective than unfocused feedback, and indirect feedback showed more potentiality in improving accuracy in target structure.This present study runs counter to Truscott’s (1996) claim that corrective feedback is not only ineffective but harmful, thus it has provided further positive evidence in support of the effectiveness of corrective feedback.更多还原