教师纠正反馈对大学生英语书面语作文中基本语法项目石化的化解：一项实验研究

论文摘要

近30年来针对中介语石化现象的研究一直存在诸多争议,对于石化的本质,形成原因以及化解石化的方式有许多不同的理解。在这种解释多实证少的背景下,本文采用实验研究的方法,对大学生书面语作文中一些基本的语法项目的石化现象的性质,成因及化解方法进行探讨。该实验采取实验组和控制组进行前后测试的方案,来获取实验数据。通过统计软件对所得数据进行统计分析。统计结果表明教师纠正反馈有助于学生克服那些常见的语法项目的石化现象,并提高了学生正确使用语法项目的自觉性。经过4个月的教师纠正反馈的干预实验组的确比控制组表现要好一些。然而纠正反馈的化解石化的效果,尤其是长期效果还不足以达到统计意义。本文以实验组两个受试对象说明其原因。本文最后指出,教师纠正反馈对化解石化现象意义不大这样的结论还为时过早。

论文目录

• ABSTRACT
• 中文摘要
• ACKNOWLEDGEMENTS
• Chapter One:INTRODUCTION
• 1.1 Research Motivation
• 1.2 Research Significance
• 1.3 The Scope of This Paper
• 1.4 The Studies at Home and Abroad
• 1.5 The Outline of This paper
• Chapter Two:LITERATURE REVIEW
• 2.1 Fossilization as a Theoretical Construct
• 2.1.1 Definitions
• 2.1.2 The Nature of Fossilization
• 2.1.3 The Causation and Corresponding Solutions
• 2.1.4 Summary of This Section
• 2.2 Corrective Feedback vs.Fossilization
• 2.2.1 What Is Corrective Feedback?
• 2.2.1.1 Corrective Feedback in SLA
• 2.2.1.2 Corrective Feedback in This Paper
• 2.2.2 Corrective Feedback as Focus on Form
• 2.2.2.1 Brief Introduction to Focus on Form
• 2.2.2.2 Theoretical of Corrective Feedback against Fossilization
• 2.3 Summary of This Section
• Chapter Three:THE EXPERIMENTAL STUDY
• 3.1 Research Questions and Hypotheses
• 3.2 The Experimental Design and Participants
• 3.3 Target Linguistic Forms
• 3.3.1 Identifying Fossilized Grammatical Errors
• 3.3.2 How to Identify?
• 3.3.3 The Treatment
• Chapter Four DATA COLLECTION AND DATA ANALYSIS
• 4.1 Data Collection
• 4.2 Data Analysis
• 4.2.1 The Cross-Learner View on Changes in Target Errors
• 4.2.1.1 The Comparison and Analysis of the Error Frequencies of the Pretest of EG and CG
• 4.2.1.2 The Comparison and Analysis of the Error Frequencies of the Posttest of EG and CG
• 4.2.1.3 The Comparison and Analysis of the Error Frequencies of the Pretest and Posttest of EG
• 4.2.1.4 The Comparison and Analysis of the Error Frequencies of the Pretest and Posttest of CG
• 4.2.2 The Within-Learner View on Changes in Target Errors
• 4.3 Discussion of the Research Findings
• 4.4 Pedagogical Implications
• Chapter Five:CONCLUSION
• 5.1 General Conclusion
• 5.2 Suggestions for Future Research
• WORKS CITED
• APPENDIXES