摘要
近二十多年以来,书面纠正性反馈已成为二语习得和二语写作领域的一个研究热点。国内外许多研究者对此都进行过研究和探讨,但是,对于书面纠正性反馈的总体效果及其相关因素的研究依然存在争议。本文运用元分析的方法对当前国内的相关研究进行定量的文献综述,考察书面纠正性反馈的总体效果,并深入探讨分析相关因素对书面纠正性反馈效果的影响程度。研究结果显示:书面纠正性反馈对EFL学习者写作质量的提高和二语学习效果具有积极的作用;相关因素对书面纠正性反馈的效果会产生不同程度的调节作用。本研究还简要论述该研究结果带来的相关教学启示以及现有研究的局限性。
Over the last two decades,written corrective feedback(WCF)has become a popular research focus in SLA and L2 writing.A number of domestic researchers have conducted relevant researches.However,controversy still exists in terms of the overall ef-fectiveness of WCF and the influence of the pertaining moderators.This study therefore meta-analyzed the extant domestic WCFresearch to shed light on how effective WCF is overall and how the moderators affect its effectiveness.The results reveal that WCFis facilitative for EFL learners’writing quality and L2 learning;the moderators have differential moderating effects on its overalleffectiveness.The study also outlines the pedagogical implications and the limitations of existing research.
作者
李菲
孙云梅
Li Fei;Sun Yun-mei(China University of Geosciences(Wuhan),Wuhan 430074,China;Huazhong University of Science and Technology,Wuhan 430074,China)
出处
《外语学刊》
CSSCI
北大核心
2019年第5期55-62,共8页
Foreign Language Research
基金
国家社科基金项目“大学英语课堂教学有效性研究”（17BYY097）的阶段性成果
