Teacher Feedback and Lexical Errors in EFL Compositions

教师反馈和英语作文中的词汇错误

• 批准号: 05680201
• 负责人: KANATANI Ken
• 金额: $ 1.28万
• 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 (C)
• 财政年份: 1993
• 资助国家: 日本
• 起止时间: 1993 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-05680201/
• 关键词: SLA; feedback; teacher correction; writing; error analysis; intervention; language teaching; single-draft design; フィードバック; 語彙的誤り; 英語教育; 英作文(指導); 教師の介入(intervention); error analysis; interlanguage; 誤りの分析

We investigated the effect of teacher correction on EFL compositions from lexical perspectives. Although our conclusion should be quite modest, the analysis of verb collocation errors in different feedback groups indicates that there was no positive effect of teacher correction on the number of students'lexical errors in subsequent drafts. We found in our previous research that the Correction groups outperformed the other groups in senior high school level, but this present study could not verify the claim.Our present report can claim tha in high school EFL writing class, more emphasis should be placed upon the use of extensive writing tasks, in which teachers should not worry too much about correcting learners'errors.

我们从词汇角度研究了教师批改对英语作文的影响。虽然我们的结论应该是相当温和的，但对不同反馈组中动词搭配错误的分析表明，教师的纠正对学生后续草稿中的词汇错误数量没有产生积极的影响。我们在之前的研究中发现，在高中水平上，纠正组的表现优于其他组，但本研究无法验证这一说法。我们目前的报告可以主张，在高中英语写作课上，应该更加重视广泛写作任务的使用，教师不必过多担心纠正学生的错误。

项目成果

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Cohen, A.D.and Robbins, M.: "Toward assessing interlanguage performance : the rrelationship between selected errors, learners'characteristics, and learners'explanations" Language Learning. 26. 45-66 (1976)

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Goldstein, L.M., and Conrad, S.M.: "Student input and negotiation of meaning in ESL writing conferences" TESOL Quarterly. 24 (3). 443-460 (1990)

Goldstein, L.M. 和 Conrad, S.M.：“ESL 写作会议中学生的意见和意义协商”《TESOL 季刊》。

Kanatani, K., Itoh, K., Noda, T., Tono, Y.and Katayama, N.: "The Role of Teacher Feedback in EFL Writing Instruction" A research report supported by the Grant-in-Aid for Scientific Research.Tokyo : the Ministry of Education, Science and Culture.(1993)

Kanatani, K.、Itoh, K.、Noda, T.、Tono, Y. 和 Katayama, N.：“教师反馈在 EFL 写作教学中的作用”由科学研究资助金支持的研究报告

Keh, C.L.: "Feedback in the writing process : a model and methods for implementation" ELT Journal. 44 (4). 294-304 (1990)

Keh, C.L.：“写作过程中的反馈：实施模型和方法”ELT 期刊。