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本研究从语用交际的视角出发,探讨二语写作中教师书面纠正性反馈的明晰度和面子威胁程度与不同自尊水平学习者篇章修改之间的关系。104名英语专业大学生参加了实验。结果表明:教师反馈的明晰度与面子威胁程度对学习者的表层修改不存在显著作用,但对意义的修改有显著影响。对低自尊水平学习者而言,在低明晰度、高面子威胁反馈下做出的成功修改显著多于在低明晰度、低面子威胁反馈下做出的成功修改;而高自尊水平学习者在高明晰度、低面子威胁反馈下的成功修改显著多于低明晰度、高面子威胁下的成功修改。文章最后围绕该研究对二语写作教学的意义进行了讨论。
This study, from the perspective of pragmatic communication, explores the relationship between the clarity of written corrective feedback and the degree of face-to-face threat of teachers in second language writing and the revision of learners’ chapters of different levels of self-esteem. 104 English majors participated in the experiment. The results show that the clarity of teacher feedback and the degree of face threat have no significant effect on learners’ surface modification, but have significant influence on the modification of meaning. For low self-esteem learners, successful revisions made under low-definition, high-face threat feedback were significantly more successful than those made under low-resolution, low-face threat feedback; and high self-esteem level learners High-definition, low-face threat feedback successfully modified more significantly than low-definition, high-face threats under the successful revision. Finally, the article discusses the significance of second language writing teaching around the research.