【作者】 高洁；

【导师】 杨冬敏；

【作者基本信息】 陕西师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 语法准确性是影响学生写作质量的一个重要方面。而书面纠正性反馈是教师用来提升学生写作语法准确性的主要方式。自从Truscott否定书面纠正性反馈的作用之后,学界进行了大量的实证研究。但是由于在研究中采用的反馈方式以及目标语法结构的不同,学界对于书面纠正性反馈的有效性尚未达成一致。同时关于如何提供书面纠正性反馈这一问题也存在很多争议。在每种语言中,句子的主要载体是谓语动词。谓语动词是二语学习者在写作中常犯的错误,因此提高学生谓语动词的准确性具有重要意义。此外,学习者写作水平的不同会影响书面纠正性反馈的效果。本研究试图回答以下三个问题:1.书面纠正性反馈对初中生英语谓语动词的准确使用有什么即时和延时的影响?2.聚焦书面纠正性反馈和非聚焦书面纠正性反馈对于初中生英语谓语动词的准确使用有什么不同影响?3.对于不同英语写作水平的学生,聚焦书面纠正性反馈和非聚焦书面纠正性反馈会对谓语动词准确性产生什么不同的影响?实验持续2个月,共有来自深圳市某初中九年级三个班的157名学生参加。三个平行班的学生被分为三组,分别为聚焦组、非聚焦组和控制组。其中,聚焦组和非聚焦组有53名学生,而控制组有51名学生。聚焦组接受关于谓语动词的反馈,而非聚焦组接受所有语法错误的反馈。控制组收到关于写作的整体评价。笔者通过三次写作测试来测量学生对于谓语动词的准确使用情况,并通过半结构访谈来补充量性数据。通过分析量性数据和质性数据,所获得的研究结果总结如下:首先,在即时后测和延时后测中,聚焦反馈和非聚焦反馈都对初中生谓语动词的准确性起着促进作用,这充分说明了教师提供书面纠正性反馈的价值。这一研究结果为书面纠正性反馈的有效性提供了支持性的证据。其次,在即时后测中,聚焦组和非聚焦组无显著性差异。在延时后测中,聚焦组和非聚焦组之间产生了显著性差异。因此,从长期来看,聚焦书面纠正性反馈在提高初中生谓语动词的准确性方面更加有效。最后,聚焦反馈和非聚焦反馈对不同写作水平的学生会产生不同的影响。对于高水平学生而言,聚焦反馈和非聚焦反馈的效果在短期和长期都差不多。对于中等水平学生而言,聚焦反馈和非聚焦反馈的短期效果相当,但从长期来看,聚焦反馈更有效。对于低水平学生而言,不论短期还是长期,聚焦反馈的效果优于非聚焦反馈。本研究为书面纠正性反馈的有效性提供了支持性证据,并且证明了从长期来看,聚焦书面纠正性反馈更有效。因此,在英语写作教学中,教师可以给学生的作文提供聚焦书面纠正性反馈。与此同时,教师应该对不同写作水平的学生采取不同的反馈方式。更多还原

【Abstract】 Grammatical accuracy is a significant factor that affects the quality of students’ writing.Written corrective feedback is the primary way for teachers to improve the grammatical accuracy of students’ writing.Since Truscott denied the role of written corrective feedback,there has been a great deal of empirical research.However,there is no consensus on the effectiveness of written corrective feedback due to different feedback and target grammatical structures used in the studies.There is much debate about how to provide written corrective feedback as well.In every language,the primary vehicle of the sentence is the predicate verb.Predicate verb errors made by second language learners in writing are common,so it is of great importance to improve the accuracy of students’ predicate verbs.Furthermore,differences in the writing proficiency of learners can affect the effectiveness of written corrective feedback.This study seeks to address the following three questions: 1.What are the immediate and delayed effects of written corrective feedback on junior middle school students’ accurate use of English predicate verbs? 2.What are the different effects of focused written corrective feedback and unfocused written corrective feedback on junior middle school students’ accurate use of English predicate verbs? 3.What are the different effects of focused written corrective feedback and unfocused written corrective feedback on predicate verb accuracy of students with different English writing proficiency?The experiment lasted for two months and involved 157 students from three classes of grade 9 at a junior middle school in Shenzhen.Students in three parallel classes were divided into three groups: focused group,unfocused group,and control group.There are53 students in both focused and unfocused groups and 51 students in the control group.The focused group received feedback on predicate verbs,while the unfocused group received feedback on all grammatical errors.The control group received an overall assessment of the writing.Three writing tests were conducted to measure students’ accurate use of predicate verbs,and a semi-structured interview was used to supplement quantitative data.The findings obtained from the quantitative and qualitative data analysis are summarized as follows.Firstly,the value of written corrective feedback provided by teachers is well illustrated by the fact that both focused feedback and unfocused feedback contributed to the accuracy of junior middle school students’ predicate verbs in immediate post-test and delayed post-test.The results of this study provide supportive evidence for the effectiveness of written corrective feedback.Secondly,there was no significant difference between focused group and unfocused group in the immediate post-test.Significant differences were found between focused group and unfocused group in the delayed post-test.As a result,focused written corrective feedback is more effective in improving the accuracy of predicate verbs for junior middle school students in the long term.Thirdly,focused and unfocused written corrective feedback have different effects on students with different writing proficiency.For high-level students,the effects of focused and unfocused feedback are similar in the short and long term.For intermediate-level students,focused feedback and unfocused feedback are equally effective in the short term,but focused feedback is more effective in the long term.For low-level students,focused feedback is more effective than unfocused feedback in both the short and long term.This study provides supportive evidence for the effectiveness of written corrective feedback and demonstrates that focused written corrective feedback is more effective in the long term.Therefore,teachers can provide focused written corrective feedback on students’ compositions in English writing teaching.At the same time,teachers should adopt different feedback approaches for students with different writing proficiency.更多还原