The effect of different types of corrective feedback on ESL student writing
The effect of different types of corrective feedback on ESL student writing
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DOI：
10.1016/j.jslw.2005.08.001
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发表时间：
2005-09-01
影响因子：
6.1
通讯作者：
Cameron, D
中科院分区：
文献类型：
--
作者：
Bitchener, J;Young, S;Cameron, D
近年来，由于Truscott的研究[Truscott， J.(1996)]，关于在二语写作中提供纠正反馈的价值的争论一直很突出。第二语言写作课中反对语法纠正的案例。《语言学习》，46,327-369]认为它既无效又有害，因此应该放弃。越来越多的实证研究机构正在调查Ferris提出的议程[Ferris， dr .(1999)]。第二语言写作课中语法纠正的案例。对Truscott（1996）的回应。（2004）。第二语言写作杂志，8,1-10。第二语言写作中的“语法纠正”之争：我们在哪里，我们将何去何从？（在此期间我们该做些什么呢？）第二语言写作学报，13,49-62。在这个研究基础上，本文报告的研究调查了在12周的时间里，对53名成年移民学生的三种错误（介词、一般过去时和定冠词）进行的反馈类型（直接、明确的书面反馈和学生-研究员5分钟的单独会议；仅直接、明确的书面反馈；没有纠正反馈）是否提高了新作品的准确性。研究发现，书面和会议反馈的结合对新写作中使用一般过去时和定冠词的准确性水平有显著影响，但当这三种错误类别被视为一个单独的群体时，对反馈类型的准确性提高没有总体影响。四种写作形式在准确性上的显著差异支持了早期的二语习得发现，即二语学习者在习得新语言形式的过程中，可能会在某一场合准确地使用它们，但在其他类似场合却无法做到。(c) 2005爱思唯尔公司版权所有。
Debate about the value of providing corrective feedback on L2 writing has been prominent in recent years as a result of Truscott's [Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369] claim that it is both ineffective and harmful and should therefore be abandoned. A growing body of empirical research is now investigating the agenda proposed by Ferris [Ferris, D.R. (1999). The case for grammar correction in L2 writing classes. A response to Truscott (1996). Journal of Second Language Writing, 8, 1-10, Ferris, D.R. (2004). The "Grammar Correction" debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime...?). Journal of Second Language Writing, 13, 49-62.]. Contributing to this research base, the study reported in this article investigated whether the type of feedback (direct, explicit written feedback and student-researcher 5 minute individual conferences; direct, explicit written feedback only; no corrective feedback) given to 53 adult migrant students on three types of error (prepositions, the past simple tense, and the definite article) resulted in improved accuracy in new pieces of writing over a 12 week period. The study found a significant effect for the combination of written and conference feedback on accuracy levels in the use of the past simple tense and the definite article in new pieces of writing but no overall effect on accuracy improvement for feedback types when the three error categories were considered as a single group. Significant variations in accuracy across the four pieces of writing support earlier SLA discoveries that L2 learners, in the process of acquiring new linguistic forms, may perform them with accuracy on one occasion but fail to do so on other similar occasions. (c) 2005 Elsevier Inc. All rights reserved.