阐释介质纠错反馈介质对中国英语学习者过去时态习得影响

论文导读：w13-292.1CorrectiveFeedback13-212.1.1DefinitionsofCorrectiveFeedback13-152.1.2PatternsofCorrectiveFeedback15-172.1.3TheRoleofCorrectiveFeedback17-212.2OralCorrectiveFeedbackandWrittenCorrectiveFeedback21-292.2.1.21-292.2.1.1OralCorrectiveFeedback21-252.2.1.2WrittenCorrecti
摘要：此论文旨在探讨英语课堂中反馈介质对外语学习者英语习得的作用。近年来在二语习得探讨领域,对纠错反馈的探讨已经获得了广泛的关注。探讨者们似乎达成广泛共识：纠错反馈在二语学习中起到了一定的作用,纠错反馈的作用很大程度上取决于教师采取的纠错反馈方式。本篇论文以Sheen对纠错反馈所做的探讨为基础,探讨纠错反馈的介质(口头反馈与书面反馈)在学习语法项目中所发挥的作用。受试者为本科一年级学生,共分成五组：口头直接修正组有26人,口头元语反馈组有26人,书面直接修正组有31人,书面元语反馈组有32人,制约组有28人。学生英语过去时态的习得效果由口头模仿测试和书面测试进行衡量。本论文探讨讨论了以下两个不足：1.口头反馈与直接书面反馈对英语过去时态习得的作用是否相同?2.口头原语反馈与书面原语反馈对英语过去时态习得的作用是否相同?本论文作者采取定量浅析法检测口头反馈和书面反馈的效果。测试所得数据采取社科探讨统计软件包SPSS13.0进行浅析,主要探讨结果归纳如下：1.本探讨表明,与口头修正相比书面直接修正是一种更加有效的纠错反馈对策。这一结果可能是因为对于学习者来说,直接书面修正比口头修正的纠错功能更加显著。2.在英语过去时态习得方面,口头元语反馈与书面元语反馈同样有效。这两种反馈类型都是外显型的并且都是由多重反馈步骤构成的,为学习者既提供正确的形式又解释造成错误的理由。这两种纠错反馈有助于学习归因于其外显性,而外显性被认为有助于提升学习者注意力,理解力以及接下来的学习。以这个角度,纠错反馈的介质对于学习并未造成任何影响。此结果表明纠错反馈的介质,对于提升目的语的学习并未起到作用。基于上面陈述的探讨结果,希望本论文能对外语教学在学习语法项目上有所启迪。关键词：反馈介质论文二语习得论文
本论文由www.7ctime.com,需要论文可以联系人员哦。摘要5-6
Abstract6-8
Contents8-10
List of Tables10-11
Chapter One Introduction11-13
1.1 Significance and objective of the Study11-12

1.2 Structure of the Thesis12-13

Chapter Two Literature Review13-29

2.1 Corrective Feedback13-21

2.1.1 Definitions of Corrective Feedback13-15
2.

1.2 Patterns of Corrective Feedback15-17

2.

1.3 The Role of Corrective Feedback17-21

2.2 Oral Corrective Feedback and Written Corrective Feedback21-29
2.2.

1.21-29

2.2.

1.1 Oral Corrective Feedback21-25

2.2.

1.2 Written Corrective Feedback25-26

2.2.1.3 Distinctions Between Oral Corrective Feedback and Written Correctiv Feedback26-28
2.2.1.4 Empirical Studies of Corrective Feedback at Home28-29

2.3 Summary29

Chapter Three Methodology29-36
3.1 The Aims and Research Questions of the Study29-30

3.2 Participants30

3.3 Treatment Materials and Procedures30-34

3.1 Treatment Materials31-32

3.2 Treatment Procedures32-34

3.3.

2.1 Oral CF Treatment Procedures33

3.3.2.2 Written CF Treatment Procedures33-3论文导读：orrection41-424.6DifferentialEffectsofOralandWrittenCF42-44ChapterFiveConclusion44-475.1MajorFindingsoftheStudy445.2PedagogicalImppcations44-455.3LimitationsandRecommendations45-47Acknowledgements47-48References48-53AppendixⅠ53-54AppendixⅡ54-55AppendixⅢ55-58AppendixⅣ58-60
4

3.4 Testing Instruments34-35

3.4.1 Oral imitation Test34

3.4.2 Written Production Test34

3.4.3 Exit Questionnaire34-35

3.5 Data Analysis35-36

Chapter Four Results and Discussion36-44
4.1 Comparisons of Oral Recasts, Written Direct, and Control group36-38
4.2 Comparisons Among Oral Metapnguistic Correction, Written Metapnguistic Correction, and Control Groups38-41

4.3 Exit Questionnaire41

4.4 Oral Recasts Versus Written Direct Correction41
4.5 Oral Metapnguistic Versus Written Metapnguistic Correction41-42
4.6 Differential Effects of Oral and Written CF42-44
Chapter Five Conclusion44-47

5.1 Major Findings of the Study44

5.2 Pedagogical Imppcations44-45

5.3 Limitations and Recommendations45-47

Acknowledgements47-48
References48-53
AppendixⅠ53-54
AppendixⅡ54-55
AppendixⅢ55-58
AppendixⅣ58-60