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对语言的修正性反馈是过去近二十年国际二语写作研究领域的一个热门课题,但对EFL学习者的反馈研究还不多见。通过对一年反馈实践的反思,本文探讨反馈的即时效果。我们发现直接反馈有最好的即时效果,两种间接反馈法也有不错的效果;犯错越多的错误类型修改率越低;但不管是什么错误类型,只要学习者注意到教师的反馈并尝试作修改,修改的成功率都比较高。研究还发现教师标注的一部分错误在学生作文修改中被忽略,而没有标注的错误忽略比例更高,这说明学生在作文修改中有过分依赖教师反馈的倾向,自我修正能力欠缺。
Corrective feedback on language is a hot topic in the field of international SL writing research in the past two decades. However, feedback research on EFL learners is rare. Through the reflection on the one-year feedback practice, this article explores the immediate effect of feedback. We found that direct feedback has the best immediate effect, and the two indirect feedback methods also have good results. The more false mistakes are, the lower the rate of error correction. But no matter what type of error, as long as the learner notices the teacher’s feedback and tries to make Modify, modify the success rate is relatively high. The study also found that a part of mistakes in teachers’ annotations were neglected in student essay revisions, and a higher proportion of unmarked mistakes were neglected. This indicates that students have a tendency to rely too much on teacher feedback in essay revisions, and lack self-correcting ability.