权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

The Role of Teacher Feedback in EFL Writing Instruction

教师反馈在英语写作教学中的作用

基本信息

批准号：
03451105
负责人：
KANATANI Ken
金额：
$ 1.34万
依托单位：
TOKYO GAKUGEI UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (B)
财政年份：
1991
资助国家：
日本
起止时间：
1991 至 1992
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-03451105/
关键词：
TEFL Writing Feedback L2 acquisition Error correction Exposure Classroom research 指導的介入英作文作文評価 formal instruction classroom SLA accuracy measure fluency measure writing

项目摘要

This research is based upon a series of research, supported by a grant from the Ministry of Education, Science and Culture, investigating the effect of different feedback on Japanese EFL students' writing development. The basic findings of the present research can be summed up as follows :(1)The effect of different types of feedback seems to vary, depending on the aspects of writing measures and the learners' proficiency levels. While there was no significant difference in the effect of feedback types in terms of total text length, the following results were obtained for other criteria :UL>CR>ST : Mean T-unit length ; Mean error-free T-unit length (esp. in SH-2)CR>UL=ST : Grammatical error percentage (SH-2)(2)The study has provided evidence suggesting that there is a strong relationship between the editing methods and the learners' proficiency levels. The result implies that the higher proficiency students or those who have longer learning experience will appreciate teacher correction more positively. On the other hand, stamping was only effective in JH-2 and it gradually lost its effect as the subjects' academic years increased. The results, however, did not clearly indicate whether teacher correction was effective on the overall accuracy measures.(3)Although the four-month program did not seem to make any visible contribution as to the students' development in writing quality, the results of the first four tasks given consecutively indicated that writing practice over time will increase accuracy.

本研究是在一系列研究的基础上进行的，这些研究得到了日本文部科学省的资助，调查了不同的反馈对日本英语学生写作发展的影响。本研究的基本发现如下：(1)不同类型的反馈的效果似乎有所不同，这取决于写作措施和学习者的熟练程度。虽然反馈类型对文本总长度的影响没有显著差异，但其他标准的结果如下：UL>CR>ST：平均t单位长度；平均无错误t -单位长度（特别是SH-2）(2)语法错误率（SH-2）(2)本研究提供的证据表明，编辑方法与学习者的熟练程度之间存在很强的关系。结果表明，熟练程度越高的学生或学习经验越长的学生对教师纠正的态度越积极。另一方面，冲压仅在JH-2有效，随着被试学龄的增加逐渐失去效果。然而，结果并没有清楚地表明教师纠正是否对整体准确性测量有效。(3)虽然为期四个月的项目似乎对学生写作质量的发展没有任何明显的贡献，但连续给出的前四个任务的结果表明，随着时间的推移，写作练习将提高准确性。