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教师书面修正性反馈对英语写作复杂度的影响
  • 摘要

    本文探讨教师对非英语专业学生作文的书面修正性反馈对学习者写作复杂度的影响.本实验持续16周,受试54人,根据前测成绩和反馈类型将学习者分为直接、间接和控制组,每组18人.在整个实验过程中每位受试各写了8篇议论文,并对每篇至少进行了一次修改.研究结果显示,不论是接受到还是没接受到反馈,也不论接受到的是何种形式的反馈,学习者经过l6周的写作训练,词汇复杂度都显著提高,而句子复杂度没有改变.本文实验结果反驳了Truscott(1996,2007)提出的教师书面修正性反馈会降低学习者写作复杂度的观点,并为该问题的研究提供了新的参考论据.

  • 作者

    李勇  邓红霞 

  • 作者单位

    湖南大学外国语与国际教育学院,湖南长沙,410082

  • 刊期

    2012年2期 PKU CSSCI

  • 关键词

    直接反馈  间接反馈  非英语专业  英语写作复杂度  教师书面修正 

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