摘要
本文以83名全英文授课专业的来华留学生为研究对象,通过“前测—即时后测—延时后测”实验和访谈,考察不同类型的书面纠错反馈对留学生汉字书写习得的影响差异及原因。实验结果表明:(1)直接和间接两种类型的书面纠错反馈均能有效促进学习者的汉字书写习得,优于无反馈方式;(2)不同类型的反馈方式对于学习者的汉字书写习得影响效果不同,直接反馈对汉字书写的帮助最为有效;(3)时间影响反馈效果,反馈对学习者汉字书写习得的影响随着时间推移逐渐减弱。通过对5名学习者的访谈发现,学习者汉字元知识、汉字信念以及汉字错误类型均会影响书面反馈的效果。汉字教学应加强汉字元知识传授,尽量使用直接反馈,并且在教学中始终穿插汉字书写的讲授以巩固和提高汉字学习成果。
Based on“pretest-posttest1-posttest2”tests and semi-structure interviews with 83 intermediate level Chinese second language learners,this study investigated the influences of different written corrective feedback(CF)types on the Chinese characters and the underlying reasons.Statistical results showed that both direct and indirect CF types had positive influences on learners’acquisition of the Chinese character,outperforming their counterparts who did not receive CF treatment.The effective size of different CF types varied:direct CF type worked more effectively than indirect CF type.Time had a negative influence on the effectiveness of CF.Analysis of interview data revealed that metaknowledge of the Chinese character,learner belief and error type were distinct mediating variables affecting CF effectiveness.Implications from this study were also discussed.
作者
陈雯
CHEN Wen(School of Education Science,Jiangsu Normal University,Xuzhou,Jiangsu 221000)
出处
《汉语学习》
CSSCI
北大核心
2023年第2期93-102,共10页
Chinese Language Learning
基金
教育部2020年度国际中文教育青年项目“纠错反馈、学生情绪对汉字习得的影响研究”(项目编号:20YH30D)资助。
关键词
书面纠错反馈
汉字书写习得
影响因素
written corrective feedback(WCF)
the Chinese character writing acquisition
affecting factors
