对语言的修正性反馈是过去近二十年国际二语写作研究领域的一个热门课题,但对EFL学习者的反馈研究还不多见。通过对一年反馈实践的反思,本文探讨反馈的即时效果。我们发现直接反馈有最好的即时效果,两种间接反馈法也有不错的效果;犯错越多的错误类型修改率越低;但不管是什么错误类型,只要学习者注意到教师的反馈并尝试作修改,修改的成功率都比较高。研究还发现教师标注的一部分错误在学生作文修改中被忽略,而没有标注的错误忽略比例更高,这说明学生在作文修改中有过分依赖教师反馈的倾向,自我修正能力欠缺。
Corrective written feedback has been an extensively researched topic in second language writing, but there have not been many studies on EFL learners. The present study is reflective in nature, examining the teacher- researcher's error correction practice and such activity's immediate effects. Results show that direct feedback has the best immediate effects, and the two indirect corrections also have good effects. Error type is found to affect students' revision. The frequency of error types is negatively correlated with students' correction results. Whatever error type is involved, there is a high rate of successful correction if students notice and try to correct the errors. On the other hand, there are also marked errors ignored by students, and even more so if the errors are unmarked, which suggests that Chinese EFL learners rely heavily on instructors' error correction and are weak in the ability to find and correct errors on their own.
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