教师书面反馈对大学生英语写作的影响外国语言学与应用语言学专业论文.docxVIP

ii ii Abstract In the field of second or foreign language teaching, English writing has been an important discipline. More and more researchers and teachers pay more attention to the teaching of English writing and providing teacher feedback to students’ compositions is considered to be an important task for the English teachers. However, in the practical English teaching, giving feedback to students’ writing is time-consuming and exhausting and students’ improvement on English writing is a complicated process. Therefore, the effects of teacher written feedback on students’ writing have been a hot topic in the English as foreign or second (EFL or ESL) research. Many researchers and teachers have made large experimental studies on this issure. However, the studies concerning the effects of teacher feedback are scarce in China’s EFL context. Based on the second language acquisition theories and the experimental studies at home and abroad, the present study is designed to investigate the effects of teacher written feedback on students’ English writing and the effects of different types of feedback treatments. Besides, this study also investigates students’ perception and preference for different feedback treatments. The experimental study lasts for 15 weeks and it involves 57 second year college students majoring in Chinese. The students are randomly assigned to three groups according to the types of teacher feedback treatments: the first group (G1) receiving only form-focused feedback on language form; the second group (G2) receiving only content-focused feedback including marginal comments and end comments on content; and the third group (G3) receiving combination of form and content feedback which is the form feedback plus end comments on content. During the experimental study, every student has to finish one piece of argumentation every two weeks and rewrite it based on the teacher written feedback in the following week. At the end of the study, every student has f