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題 名 | The Effects of Four Different Types of Corrective Feedback on EFL Students' Writing in Taiwan=四種英文寫作錯誤回應方式效果比較 |
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作 者 | 莊維貞; | 書刊名 | 大葉大學通識教育學報 |
卷 期 | 4 2009.11[民98.11] |
頁 次 | 頁123-138 |
分類號 | 525.380517 |
關鍵詞 | 寫作錯誤回應方式; 學生寫作; 語言性錯誤; Corrective feedback; Student writing; Linguistic error; |
語 文 | 英文(English) |
中文摘要 | 摘要 本研究探討在英語作為外國語的寫作課程中,老師針對學生寫作錯誤給予回應的四種方式,何者效果最好。本研究以119位英語程度中級之大學生為研究對象,其中包含三個英文閱讀與寫作班級的學生,及部份自願參予研究者。三個英文閱讀與寫作班的學生分別接受三種不同的寫作錯誤回應方式: 第一組接受到的回應方式是:老師會先將其寫作中錯誤之處以代碼標出,然後學生進行小組討論,試圖為錯誤處進行更正,最後老師跟每位學生進行個別討論,說明個別學生錯誤之處;第二組學生則同樣也是由老師先將其寫作中之錯誤之處以代碼標出,但是和前一組不同的是,這一組同學沒有進行小組討論,直接跟老師進行個別討論。第三組則由老師將其錯誤處直接更正,由老師寫上正確的英文寫法。自願參予研究的那一組,則作為控制組,教師沒有對其寫作錯誤給予任何標示或更正,也沒有進行任何學生小組討論已自行更正錯誤,也沒有進行師生個別討論錯誤。 結果顯示:第一組及第二組後測時,在動詞及名詞的結尾變化上,都較另外兩組錯誤較少。 這樣的結果再次確認高度規則化的語言性知識,例如名詞結尾的變化,是可以透過有意識的學習學起來的。而同儕互動及師生個別討論可以有效幫助這一類的學習過程。 |
英文摘要 | Abstract This study compared four ways of responding to EFL students in writing class to study whether they resulted in different outcomes in term of student‟s errors in writing. A total of 119 intermediate level students were selected as subjects, including students from three English reading and writing classes, and some voluntary participants. The students of three English reading and writing classes received three different kinds of reviews for their writing: one group received coded corrective feedback from the teacher followed by peer to peer feedback and student-teacher conference; one group received coded corrective feedback from the teacher followed by student-teacher conference only; and one group received feedback of direct written correction only. The group of the voluntary participants served as the control group, which received no correction on their grammatical errors in their writing. The results showed that the group receiving coded corrective feedback from the teacher followed by the student-teacher conference only and the group receiving coded corrective feedback from the teacher followed by the peer-peer interaction and student-teacher conference outperformed the group receiving written correction from the teacher and the group receiving no feedback in terms of verb and noun endings in their post-review writings. In addition, this study reconfirmed that highly rule-governed linguistic knowledge, such as noun endings, can be learned; it also revealed that peer interaction as well as student-teacher interaction can facilitate this learning. |
本系統中英文摘要資訊取自各篇刊載內容。