教师反馈对中国大学生英语作文作用的实证研究_王颖_Abstract_inEngl.docx

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1、山 东 大 学 博 士 学 位 论 文 Abstract This dissertation presents the results of two studies that investigate the effects of teacher feedback, which means error feedback and teachers comments on content and organization of students* writing, on the improvement of the accuracy, fluency, and complexity of Chine

2、se EFL learners. In Study 1, two groups of students were compared: (1) the experimental group which received semester-long feedback on their writing and made revisions to both grammatical and lexical errors, and their content and organization between assignments, and (2) the control group which rece

3、ived the same feedback and did not make any revisions between assignments. The results of Study 1 show that the experimental group significantly outperformed the control group in accuracy assessed by analytic scoring and objective measures (T-unit analysis) and in writing quality scaled by holistic

4、rating. Both groups evidenced significant progress in content and organization measured by analytic scoring over the semester. Study 2 further examines what kind of teacher feedback or treatment functions well. Three different kinds of teacher feedback involved are these: direct correction (hereafte

5、r called Correction), codes of types of errors (hereafter called Codes), and simple underlining (hereafter called Underlining). Treatment in this study means a combination of two kinds of teacher feedback mentioned above. Forty-eight students were randomly assigned to three groups: (1) Correction an

6、d Codes; (2) Correction and Underlining; and (3) Underlining and Codes. Analysis of the data indicates that students, of the three groups experienced improvement in both writing quality assessed by holistic scoring and their accuracy, fluency, and complexity scaled by objective measures. However, th

7、ere were quantitative differences in the improvement of students of different treatment groups, with subjects who received “Correction and Underlining55 in G2 experiencing significant gains in the accuracy of their writing compared to those in the other two groups. 山 东 大 学 博 士 学 位 论 文 V Apart from h

8、olistic rating, analytic scoring and objective measures in the studies, two survey-based measuresquestionnaires and interviews 一 were also employed to - gather information on the students5 views and insights on the feedback they received over the semester. Findings of Study 1 indicate that students5

9、 coitection of grammatical and lexical errors between assignments resulted in improved accuracy in their new pieces of writing, and comments- on content and organization helped students improve, their content quality. Results of Study 2 provide support for the claim that the combination of Correctio

10、n and Underlining5 may have served to bring leamers7 attention not only to their problematic areas but also to noticing the differences between their own versions and their teachers? feedback. This process is believed to trigger their TL development. When provided with the combination of Underlining

11、 and Codes55, some of the students immediately recognized their mistakes or the relevant form that they have previously learned occurred to them. This process involving a substantive noticing is essential for improving L2 writing proficiency or even L2 proficiency in general. When receiving the trea

12、tment of “Correction and Codes”， some students failed to ,1 locate, their, problematic areas and to make cbfrect corrections. Findings are that both “Correction and Underlining” and “Underlining and Codes” are significantly superior to “Correction and Codes” for improving students accuracy in their

13、subsequent writing. Analyses of questionnaire and interview data indicate that students in both studife value the feedback they received and believe that it assists them in making significant improvement in their subsequent writing. The two studies designed to examine the effects of different types

14、of feedback on the improvement of the accuracy, fluency, and complexity of students writing can be a great help to the teaching of English writing and can also provide pedagogical implications for the English language teaching and writing in the China-specific context. Specifically, these implications are conducive to working out a set of山 东 大 学 博 士 学 位 论 文 interactive models of the teaching of writing and helping further intensify the reform of our foreign language teaching. Key Words: teacher feedback; EFL writing; accuracy; fluency; complexity