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本研究以前人相关研究为基础,以针对语言形式的二语写作书面负反馈为研究重点,并针对反馈形式、错误类型和反馈顺序等变量,设计和实施了写作反馈的模拟实验。反馈效果测量指标分为学习者的错误纠正率和对答案的心理确认度。研究结果表明:(1)“符号反馈法”和“下划线反馈法”各有各的优势和适用范围;(2)不同错误类型对不同反馈形式的敏感度有差异;(3)反馈顺序可能会影响学习者对教师反馈意图的解读;(4)学习者对答案的心理确认程度反应了对目标语的认知程度,并和错误纠正率相关。由此,本研究认为对反馈效果的相关研究应充分考虑变量间的交互机制,在教学实践中也应针对不同情况采取相应的反馈策略。
Based on previous studies, this study focuses on the negative feedback of written L2 writing in the form of language, and designs and implements a simulation experiment of writing feedback on variables such as feedback form, error type and feedback order. The feedback effect measurement index is divided into the learner’s error correction rate and the psychological confirmation of the answer. The results show that: (1) the “symbol feedback method” and “underlining feedback method” each have their own advantages and applicable scope; (2) the sensitivity of different error types to different feedback forms is different; (3) Feedback order may affect learners ’interpretations of teachers’ feedback intent; (4) The level of learner’s psychological recognition of answers reflects the degree of cognition of the target language and correlates with the error correction rate. Therefore, this study suggests that the relevant research on the feedback effect should take full account of the interaction mechanism between variables, and should also take corresponding feedback strategies for different situations in teaching practice.