不同来源书面反馈对大学生英语写作表现的影响  

Effects of Different Sources of Written Feedback on College Students’ Writing Performance

作　　者：邢加新[1] 王慧慧 XING Jiaxin;WANG Huihui(College of Foreign Languages,Qufu Normal University,Qufu 273165,P.R.China;Dongying No.2 Middle School)

机构地区：[1]曲阜师范大学外国语学院,山东省曲阜市273165 [2]东营市第二中学

出　　处：《现代外语》2023年第2期213-223,共11页Modern Foreign Languages

基　　金：教育部人文社科研究项目“任务复杂度对中国大学生二语产出的影响机制构建研究”(20YJC740071)的阶段性成果;山东省高等学校青创人才引育计划省级创新团队“数字人文与外语研究”支持。

摘　　要：写作反馈是二语习得研究的重要内容,但是关于写作反馈有效性的研究结果不尽相同。为了进一步探讨反馈对我国大学生英语写作的影响,本文对国内有关不同来源书面反馈有效性的研究进行了元分析,并考察了影响反馈有效性的潜在因素。研究表明:1)四种不同来源反馈对大学生英语写作表现的影响存在差异,其中同伴+教师反馈效果最好。2)实验周期和学生专业背景影响写作反馈有效性。实验周期越长,写作反馈有效性越大;自动反馈对英语专业学生写作产生更大效应,同伴反馈、同伴+教师反馈和仅教师反馈对非英语专业学生写作产生更大效应。Written feedback(WF) is an important domain of Second Language Acquisition,however, previous findings about its effectiveness are inconclusive. To further explore the effects of WF on Chinese college students ’ English writing, a meta-analysis of domestic research on the effects of different sources of WF was conducted, and the factors affecting their effects were examined. It was found that:(1) four sources of WF produced different effect sizes, with the peerteacher feedback producing the largest one;and(2) the duration and students ’ major background affected the effectiveness. Specifically, a longer duration produced a larger effect size. While automatic feedback is more useful to English majors, the others(peer feedback, peer-teacher feedback, and teacher feedback) were more beneficial to non-English majors.

关 键 词：二语写作 反馈 同伴反馈 教师反馈 元分析 

分 类 号：H319[语言文字—英语]