内容提要 国内外相关学者在二语习得和二语写作领域对纠正性反馈问题进行了持续研究。然而,对于纠正性反馈的效应,迄今仍未形成一致性结论。纠正性反馈的参与主体具有“双元性”,即考虑到纠正性反馈的特性,有效的纠正反馈需要教学者和学习者的共同参与。这意味着参与双方的偏好、经验和积极性等个体特征对纠正性反馈的效果具有明显影响。显然,二语教学者和学习者对纠正性反馈的认知偏差实际上导致了纠正性反馈研究和实践的困境:一方面,纠正性反馈具有认知的同质性,所有参与者都认可其在写作精确度提高方面的积极作用;另一方面,纠正性反馈具有认知的异质性,不同参与者对其影响路径和程度的认知存在明显个体性;这一共性与个性的矛盾加剧了纠正性反馈研究的困难性。 目录 Chapter 1:lntroduction1.1 Context Analysis1. 1. 1 EFL Context iChina1.1.2 Context of the Study1.2 Outline of the StudyChapter 2: Literature Review2.1 Form-focused Instruction(FFI)iSLA2.1.1 Naturalistic Exposure vs. Formal Instruction2.1.2 Focus oForms(FonFs)vs. Focus oForm( FonF)2.1.3 Explicit vs. Implicit Knowledge and Learning2.1.4 The Role of Grammar InstructioiPedagogy2.2 Positive Evidence vs. Evidence iSIA2.3 Corrective Feedback i12 Writing2.3.1 Positions oCorrective Feedback i12 Learning2.3.1.1 Arguments against Corrective Feedback2.3.1.2 Arguments for Corrective Feedback2.3.1.3 Types of Corrective Feedback2.3.2 Perceptions of Corrective Feedback iL2 Learning2.3.2.1 Perceptions……Chapter 3:MethodologyChapter 4:Quantitative Results: Pretest, Posttest and Delayed PosttestChapter 5: Mixed Methods Results: QuestionnairesChapter 6: Qualitative Results: Interviews and Classroom ObservationChapter 7 : DiscussionChapter 8:Implications, Recommendations andConclusionReferencesAppendix A Grading Criteria for Linguistic AccuracyAppendix B Test PromptsAppendix C QuestionnairesAppendix D Interview Questions iChineseAppendix E Examples of Student Errors Across Pretest,Posttest, and Delayed Posttest ithe Three GroupsAppendix F Text LengthsAppendix G Examples of Students' Responses to theOpen-ended Questions IQuestionnaire OneAppendix H Abbreviations 作者介绍 王昕,山东青岛人,2009年获青岛大学英语学士学位,2013年获美国北亚利桑那大学应用语言学和第二外语教学双硕士学位,2017年获美国北亚利桑那大学教育博士学位。于2007年被选为交换生公派赴美国密苏里州立大学交流学习。美国应用语言学,语料库语言学和二语写作协会成员。现为青岛大学外语学院助理教授。主要研究领域为应用语言学、语料库语言学、二语习得。长期跟踪应用语言学领域研究动态,具有扎实的研究基础和研究经验。公开发表国际学术期刊论文及会议论文10余篇,参与国内外人文社科项目5项。目前主要从事口译及学术论文写作的教学与研究工作。 序言 Chapter 1:lntroduction1.1 Context Analysis1. 1. 1 EFL Context iChina1.1.2 Context of the Study1.2 Outline of the StudyChapter 2: Literature Review2.1 Form-focused Instruction(FFI)iSLA2.1.1 Naturalistic Exposure vs. Formal Instruction2.1.2 Focus oForms(FonFs)vs. Focus oForm( FonF)2.1.3 Explicit vs. Implicit Knowledge and Learning2.1.4 The Role of Grammar InstructioiPedagogy2.2 Positive Evidence vs. Evidence iSIA2.3 Corrective Feedback i12 Writing2.3.1 Positions oCorrective Feedback i12 Learning2.3.1.1 Arguments against Corrective Feedback2.3.1.2 Arguments for Corrective Feedback2.3.1.3 Types of Corrective Feedback2.3.2 Perceptions of Corrective Feedback iL2 Learning2.3.2.1 Perceptions……Chapter 3:MethodologyChapter 4:Quantitative Results: Pretest, Posttest and Delayed PosttestChapter 5: Mixed Methods Results: QuestionnairesChapter 6: Qualitative Results: Interviews and Classroom ObservationChapter 7 : DiscussionChapter 8:Implications, Recommendations andConclusionReferencesAppendix A Grading Criteria for Linguistic AccuracyAppendix B Test PromptsAppendix C QuestionnairesAppendix D Interview Questions iChineseAppendix E Examples of Student Errors Across Pretest,Posttest, and Delayed Posttest ithe Three GroupsAppendix F Text LengthsAppendix G Examples of Students' Responses to theOpen-ended Questions IQuestionnaire OneAppendix H Abbreviations
以下为对购买帮助不大的评价