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采用“前测—(反馈—反馈加工)—即时后测—延时后测”实验设计,从49名英语专业学生中选出反馈有效与反馈无效的个案各5例。考察此10例个案对书面纠正性反馈的注意程度,并通过英语水平与语言分析能力测试及思维方式调查,探究影响书面纠正性反馈效果的认知因素及其影响机理。各项数据的分析表明:针对相同性质错误的相同书面纠正性反馈,学习者的思维方式、语言分析能力与目标语水平决定其能够注意什么及其注意的深度,并以此方式最终影响书面纠正性反馈的有效程度。
Using “pre-test - (feedback - feedback processing) - immediate after-test - delay post-test” experimental design, from 49 English majors, 5 cases were selected. Investigate the level of attention paid to written corrective feedback in these 10 cases and investigate the cognitive factors that influence the effectiveness of written corrective feedback and its mechanism of influence through English proficiency tests and language proficiency tests and ways of thinking. The analysis of the data shows that learners’ way of thinking, linguistic analysis, and target language determine the depth of what they pay attention to and their attention to, and ultimately affect written correction for the same written corrective feedback of the same nature. Effectiveness of sexual feedback.