The effects of direct and indirect speech acts on native English and ESL speakers' perception of teacher written feedback
The effects of direct and indirect speech acts on native English and ESL speakers' perception of teacher written feedback
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DOI：
10.1016/j.system.2009.12.007
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发表时间：
2010-03-01
期刊：
影响因子：
6
通讯作者：
Bricker, Rachel Hansen
中科院分区：
文献类型：
--
作者：
Baker, Wendy;Bricker, Rachel Hansen
本研究探讨了二语学习者如何看待间接（模糊限制语或间接言语行为）和直接的书面教师反馈。虽然研究表明，间接言语行为可能比直接言语行为更难解释（香槟，2001; Holtgraves，1999），但在学习过程中，使用间接言语行为通常是鼓励的，因为它可以帮助学生发现自己的错误（Ferris，2007; Riley和Mackiewitz，2003;）。然而，它可能对1，2学习者无效，他们通常需要更明确的指导来理解如何修改他们的写作（Ferris，2002）。为了研究不同的直接类型识别请求的更正的效果，母语和非母语的英语为母语的大学生被给予两篇文章，其中包含书面的教师反馈，其直接性不同。参与者被要求确定教师的评论是表扬还是批评。计算了两个响应时间和准确性分数：一个是参与者确定教师的评论是否要求更正，另一个是参与者进行更正。在每篇文章之后，参与者回答了关于书面教师反馈的其他问题。结果表明，直接类型的影响如何迅速和准确地回应积极和消极的教师反馈。(C)2009爱思唯尔有限公司保留所有权利。
This study explores how second language (L2) learners perceive indirect (hedging or indirect speech acts) and direct written teacher feedback. Though research suggests that indirect speech acts may be more difficult to interpret than direct speech acts (Champagne, 2001; Holtgraves, 1999), using indirect speech acts is often encouraged in the learning process, with the idea that it helps students discover their own errors (Ferris, 2007; Riley and Mackiewitz, 2003;). However, it may not be effective with 1,2 learners who often need more explicit instruction to understand how to revise their writing (Ferris, 2002). To examine the effect of different directness types on identifying requested corrections, native and non-native English-speaking university students were given two essays that contained written teacher feedback that differed in its directness. Participants were asked to identify if the teacher comments were praise or criticism. Two response times and accuracy scores were calculated: one, as participants determined if the teacher comment requested a correction and two, as participants made corrections. After each essay, participants answered additional questions regarding the written teacher feedback. Results show that directness type affected how quickly and accurately participants responded to positive and negative teacher feedback. (C) 2009 Elsevier Ltd. All rights reserved.