本研究旨在探討教師書面糾正性反饋對(duì)英語專業(yè)生寫作句法復(fù)雜度的影響。近年來,英語寫作教學(xué)與過程教學(xué)法有著十分密切的聯(lián)系;而反饋?zhàn)鳛檫^程教學(xué)法中非常重要的一個(gè)環(huán)節(jié),引起了國(guó)內(nèi)外研究者的廣泛關(guān)注。關(guān)于糾正性反饋對(duì)寫作的影響的研究也大多聚焦反饋對(duì)寫作精確性或流利性的作用,關(guān)注句法復(fù)雜度的研究則相對(duì)不足。對(duì)于不同類型的教師書面糾正性反饋對(duì)英語專業(yè)生的寫作句法復(fù)雜度的影響研究就更不多見。因此有必要通過實(shí)證研究進(jìn)一步論證教師書面糾正性反饋對(duì)英語專業(yè)生寫作句法復(fù)雜度的影響。本研究主要基于可理解性輸入假設(shè)、可理解性輸出假設(shè)和注意假設(shè),對(duì)以下兩個(gè)問題進(jìn)行研究:(1)教師書面糾正性反饋對(duì)寫作句法復(fù)雜度哪些指標(biāo)具有顯著影響?(2)受顯著影響的指標(biāo)與英語專業(yè)生寫作成績(jī)有何關(guān)聯(lián)?本實(shí)驗(yàn)持續(xù)8周,研究對(duì)象為湖南省某高校英語專業(yè)一年級(jí)兩個(gè)自然班的60名學(xué)生。所有研究對(duì)象根據(jù)反饋類型被分為直接組和間接組,每組30人。本研究采用的研究工具是寫作測(cè)試、二語句法復(fù)雜度分析器(L2SCA)。研究數(shù)據(jù)借助SPSS21.0分析軟件進(jìn)行相關(guān)分析和獨(dú)立樣本T檢驗(yàn)統(tǒng)計(jì)得出。研究結(jié)果表明:(1)不同反饋類型對(duì)英語專業(yè)生寫作句法復(fù)雜度的影響不...

【文章頁數(shù)】：112 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 Studies on Teachers’Written Corrective Feedback
    1.2 Studies on Syntactic Complexity
    1.3 Studies on the Application of Teachers’Written Corrective Feedbackto Syntactic Complexity
Chapter Two Theoretic Basis
    2.1 Comprehensible Input Hypothesis
    2.2 Comprehensible Output Hypothesis
    2.3 Noticing Hypothesis
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Subjects
        3.1.3 Research Instruments
    3.2 Research Procedure
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Results& Discussion
    4.1 The Effects of Different Types of Teachers’Written CorrectiveFeedback on Measures of Syntactic Complexity
        4.1.1 The Effects of Direct Feedback on Syntactic Complexity ofEnglish Majors’Writing
        4.1.2 The Effects of Indirect Feedback on Syntactic Complexity ofEnglish Majors’Writing
    4.2 Correlation between Syntactic Complexity and Writing Scores ofEnglish Majors
        4.2.1 Correlation between Measures Significantly effected by DirectFeedback and Writing Scores of English Majors
        4.2.2 Correlation between Measures Significantly effected byIndirect Feedback and Writing Scores of English Majors
Conclusion
Bibliography
Appendix1 Rating Criterion for the English Composition of TEM4
Appendix2 Writing samples
Appendix3 Syntactic Complexity Measures Developed by Lu
Appendix4 Flowchat of Experiment
Acknowledgements



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