书面纠正性反馈与二语习得——针对英语类指名词短语用法的实证研究

当代外语研究 ›› 2013, Vol. 13 ›› Issue (11): 31-35.

书面纠正性反馈与二语习得——针对英语类指名词短语用法的实证研究

姜琳, 陈锦

广东外语外贸大学,广州,510420

出版日期:2013-11-15 发布日期:2020-07-25
作者简介:姜琳,广东外语外贸大学外国语言学及应用语言学研究中心专职研究人员、副教授。主要研究方向为第二语言习得。电子邮箱:200811690@oamail.gdufs.edu.cn;陈锦,广东外语外贸大学英文学院硕士研究生。主要研究方向为二语习得。电子邮箱:jzchenjin@foxmail.com
基金资助:
*本研究得到教育部人文社会科学重点研究基地重大项目(编号12JJD740006)、广东省哲学社会科学“十二五”规划项目(编号GD11YWW02)及广东高校优秀青年创新人才培养计划项目(编号2012WYM_0060)和广东外语外贸大学研究生创新项目(编号13GCXXM-01)的共同资助。

The Effects of Written Corrective Feedback on Second Language Acquisition of English Generic NPs by Chinese-speaking Learners

JIANG Lin & CHEN Jin

Online:2013-11-15 Published:2020-07-25

摘要/Abstract

摘要： 书面纠正性反馈是二语写作和二语习得领域极富争议的话题。本研究考察了两种形式的书面纠正性反馈(元语言反馈和间接反馈)对于中国学生习得英语类指名词短语的影响。研究采用“前测-干预-后测-延迟后测”的实验设计,通过汉译英和写作两种测试方法来考察反馈的效果。实验结果显示:元语言反馈可有效促进英语类指名词短语的习得,而间接反馈则不能。本文从认知心理学的角度对上述结果进行了讨论。

关键词: 书面纠正性反馈, 类指名词短语, 语境, 二语习得

Abstract: The current study investigated the differential effect of two types of written corrective feedback (metalinguistic feedback and indirect feedback) on the acquisition of English generic NPs by Chinese speakers. A good command of English generic NPs requires, at the very least, morphosyntactic, contextual and world knowledge. Therefore, it is hard to acquire by mere exposure to the language alone, and may be an ideal target form for investigating the effects of explicit intervention, that is written corrective feedback. This study used a quasi-experimental resesarch design with a pretest-treatment-posttest-delayed posttest structure, deploying a translation task and a writing task to test the subjects' use of English generic NPs. It was found that only metalinguistic feedback can foster gains in the knowledge of generic NPs. The findings and implications are discussed in light of cognitive psychology.

中图分类号:

H319

姜琳, 陈锦. 书面纠正性反馈与二语习得——针对英语类指名词短语用法的实证研究[J]. 当代外语研究, 2013, 13(11): 31-35.

JIANG Lin & CHEN Jin. The Effects of Written Corrective Feedback on Second Language Acquisition of English Generic NPs by Chinese-speaking Learners[J]. Contemporary Foreign Languages Studies, 2013, 13(11): 31-35.

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