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本研究调查基于修改策略的反馈及反馈运用的反思对二语写作行为的影响。130名非英语专业大二学生参与了研究。实验反馈组学生(n=65)收到基于修改策略的反馈,而控制反馈组学生(n=65)收到没有改进策略的反馈。在每一个反馈条件下,一半学生收到关于反馈运用和修改的反思任务(实验反馈组),而另外一半学生收到关于反馈认识的反思任务(控制反思组)。结果表明,基于修改策略的反馈会使学生把注意力集中在写作动机和过程,且有利于写作成绩的提高。同时,学生对反馈运用的反思也会促进其写作计划和修改行为的改善。
This study investigates the impact of revising feedback and feedback on second-language writing based on revision strategies. 130 non-English major sophomores participated in the study. The experimental feedback group of students (n = 65) received feedback based on the modified strategy, while the control feedback group of students (n = 65) received feedback that there was no improvement strategy. Under each feedback condition, half of the students received a reflection task (experimental feedback group) on the feedback application and modification, while the other half received the reflection task (control reflection group) on feedback awareness. The results show that the feedback based on the revised strategy will enable students to focus their attention on writing motivation and process, and is conducive to the improvement of writing performance. At the same time, students’ reflections on the use of feedback will also promote the improvement of their writing and revision behaviors.