不同的纠错方式对二语写作中语法精确度的影响 ——一项基于正面/负面证据输入假设的实验研究

论文摘要

根据学习者在二语写作中犯错频率最高的三种语法点如词性、介词和名词词尾,本研究调查了三种不同的纠错方式对二语写作中语法精确度的影响。基于输入的不同类型,研究者对来自三个非英语专业班级的低年级学生进行了为期两个月的课堂语法教学,采取的方式为分别提供正面证据、负面证据和正负面证据的输入。101名学生参加了这次实验教学,最后共有45名学生满足实验要求成为受试,其中来自各个班级的人数为11,11和23。 本文的研究结果显示: 1) 每节课10—15分钟的随堂语法教学有助于纠正二语写作中的语法错误。 2) 从输入方式来看,既讲解语法规则又对错误进行分析和改正的正负面证据输入对纠正二语写作中语法错误的效果最好,其次是只对错误进行分析和改正的负面证据输入,最后为只讲解语法规则的正面证据输入。 3) 从错误类型来看,正负面证据输入对于纠正介词错误最有效,负面证据输入对名词词尾的纠错效果最好。 4) 英语写作中的词性错误不容易纠正,特别是提供正面证据输入的随堂语法教学。 5) 学习者在二语写作中犯错频率最高的语法错误是词性、介词和名词词尾。 大部分学习者在学习中倾向正负面证据输入的语法教学方式。此外,负面证据输入和语法重要性之间有密切的联系。 本文还讨论了本研究的结果对未来二语写作中纠错方式和课堂语法教学的启示和意义。

论文目录

• Declaration
• Acknowledgements
• Abstract
• Chinese Abstract
• Abbreviations
• List of Figures and Tables
• Table of Contents
• Chapter 1 Introduction
• 1.1 Overview
• 1.2 Significance of the Present Study
• 1.3 Research Orientation
• 1.4 Contents of This Thesis
• Chapter 2 Literature Review
• 2.1 Overview
• 2.2 Concepts of Major Terms
• 2.2.1 Errors
• 2.2.2 Error Treatment vs. Error Correction & Error Feedback
• 2.2.3 Positive Evidence vs. Negative Evidence
• 2.3 Studies on Treatment of Error in L2 Writing
• 2.3.1 Effects of Teacher Correction on Accuracy of Student Writing
• 2.3.2 Effects of Error Treatment across Error Types
• 2.3.3 Effects of Classroom Grammar Instruction on the Accuracy of Student Writing
• 2.4 Studies on PE/NE Input Hypothesis
• 2.4.1 The Roles of PE/NE Input in L2 Acquisition from Theoretical Perspective
• 2.4.2 The Roles of PE/NE Input in L2 Acquisition from Empirical Evidence
• 2.4.2.1 Effects of PE/NE Input on Acquisitions of L2 in Classroom Interaction
• 2.4.2.2 Effects of PE/NE Input on Acquisition of Certain L2 Linguistic Forms
• 2.5 Summary
• Chapter 3 Theoretical Framework
• 3.1 Overview
• 3.2 Theoretical Foundation of This Study
• 3.3 Types of Error under Treatment
• 3.4 Variables in the Present Study
• 3.5 Specific Research Questions
• Chapter 4 Methodology
• 4.1 Overview
• 4.2 Research Design
• 4.3 Subjects Selection
• 4.4 Selection of Error Types
• 4.5 Instrumentation
• 4.6 Procedures of the Present Study
• 4.7 Data Analysis
• 4.7.1 Norms for Analyzing Written Errors
• 4.7.1.1 Norms for analyzing written errors in pretest
• 4.7.1.2 Norms for analyzing written errors in posttest
• 4.7.2 Scoring of Achievement Test
• 4.7.3 Statistical Techniques for Quantitative Analysis
• 4.7.4 Qualitative Analysis
• 4.8 A Summary
• Chapter 5 Results and Analysis
• 5.1 Overview
• 5.2 Quantitative Results
• 5.2.1 Effects of Providing Three Types of Input on Grammatical Accuracy in L2 Writing
• 5.2.1.1 Word Class
• 5.2.1.2 Preposition
• 5.2.1.3 Noun-endings
• 5.2.2 Effects of Providing Three Types of Input on Students' Mastery of Grammar
• 5.2.2.1 Word Class
• 5.2.2.2 Preposition
• 5.2.2.3 Noun-endings
• 5.2.2.4 Variations of Improvement between Classes
• 5.2.3 General Comparison of the Results
• 5.3 Qualitative Results
• 5.3.1 Description of Error Patterns in the Pretest and Posttest
• 5.3.2 Comparison of Error Patterns
• 5.3.3 Students' Preference to the Types of Input
• Chapter 6 Findings and Discussion
• 6.1 Overview
• 6.2 Summary of Major Findings
• 6.3 Discussion of Major Findings
• 6.3.1 Mini-class Grammar Instruction in Relation to SLA Process
• 6.3.2 Effects of PE, NE and PE&NE Input on Grammatical Accuracy in L2 Writing and the Mastery of Grammar
• 6.3.3 Different Roles of Input across Error Types
• 6.3.4 Explanation of Factors Underlying Students' Performance in L2 Writing
• 6.4 Conclusions
• 6.5 Implications for Teaching Activities
• 6.6 Limitations of the Present Study and Recommendations for Future Study
• Bibliography
• Appendices