發(fā)布時間：2025-02-08 17:25

　　對于英語作為外語的學(xué)習(xí)者而言,寫作被認(rèn)為是英語學(xué)習(xí)中較難掌握的一項技能。同時,對于漢語中沒有冠詞系統(tǒng)的中國英語學(xué)習(xí)者而言,掌握冠詞也是一項困難的任務(wù)。因此,中國的英語學(xué)習(xí)者常常在英語寫作中出現(xiàn)各種錯誤,冠詞誤用的情況較為顯著。雖然國內(nèi)外大量研究都表明教師的糾正性反饋能有效提高寫作中冠詞的準(zhǔn)確性,但也有眾多研究得出了相反的結(jié)果。再者,關(guān)于這方面的很多研究,其對象大多是一些英語水平較高的受試。因此,研究結(jié)果不具備普適性,無法應(yīng)用于中國背景下的中小學(xué)教學(xué)。從這方面出發(fā),本研究旨在以英語中的冠詞作為目標(biāo)語法結(jié)構(gòu),以初中學(xué)生作為受試,探索對比直接書面糾正性反饋與間接書面糾正性反饋對于初中生英語冠詞習(xí)得的影響。本實驗持續(xù)八周,共有五次寫作任務(wù),包括前測,干預(yù),后測與延時后測。來自武漢市糧道街中學(xué)兩個平行班的94名初二學(xué)生參與了此次研究,這兩個班的學(xué)生被分為直接反饋組與間接反饋組。其中,前三篇的寫作都分別收到了相對應(yīng)的不同類型的反饋。并且,獨立樣本t檢測和配對樣本t檢測分別用來對比分析兩組在實驗前與實驗后的區(qū)別,以及每組在實驗前后的區(qū)別。該實驗的主要發(fā)現(xiàn)如下:首先,不管是直接反饋還是間接反饋,都能夠有...

【文章頁數(shù)】：56 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Background of the study
    1.2 Purpose and significance of the study
    1.3 Organization of the study
    1.4 Summary
2. Literature Review
    2.1 Written corrective feedback
        2.1.1 Definition of written corrective feedback
        2.1.2 Ellis' typology of written corrective feedback types
    2.2 Related studies abroad and at home
        2.2.1 Studies about the inconsistency on the effectiveness of corrective feedback
            2.2.1.1 Studies about the inconsistency on the effectiveness of correctivefeedback abroad
            2.2.1.2 Studies about the inconsistency on the effectiveness of correctivefeedback at home
        2.2.2 Studies on the effectiveness of direct feedback and indirect feedback
            2.2.2.1 Studies on the effectiveness of direct feedback and indirect feedbackabroad
            2.2.2.2 Studies on the effectiveness of direct feedback and indirect feedback athome
    2.3 Summary
3. Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Instruments
    3.4 Research procedure
    3.5 Data collection
    3.6 Data analysis
    3.7 Summary
4. Results
    4.1 Results to question(1)
        4.1.1 Comparison between Group A and Group B before the study
        4.1.2 Comparison between the pre-test and the immediate post-test of Group A
        4.1.3 Comparison between the pre-test and the immediate post-test of Group B
        4.1.4 Comparison between Group A and Group B in the immediate post-test
    4.2 Results to question (2)
        4.2.1 Comparison between the pre-test and the delayed post-test of Group A
        4.2.2 Comparison between the immediate post-test and the delayed post-test ofGroup A
        4.2.3 Comparison between the pre-test and the delayed post-test of Group B
        4.2.4 Comparison between the immediate post-test and the delayed post-test ofGroup B
        4.2.5 Comparison between Group A and Group B in the delayed post-test
    4.3 Summary
5. Discussion
    5.1 Discussion on question(1)
    5.2 Discussion on question (2)
    5.3 Summary
6. Conclusion
    6.1 Major findings of the present study
    6.2 Implications
        6.2.1 Theoretical implications
        6.2.2 Practical implications
    6.3 Limitations of the present study and suggestions for future research
        6.3.1 Limitations of the present study
        6.3.2 Suggestions for future research
    6.4 Summary
Bibliography



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