近年来,关于聚焦性书面纠正性反馈的研究激增。然而,大多数研究采用的是实验或准实验设计,主要针对少数错误类别,忽视了教师在课堂上的实际需求。本研究旨在探讨如何利用写作诊断性测试来指导真实二语写作课堂中聚焦性书面纠正性反馈的...近年来,关于聚焦性书面纠正性反馈的研究激增。然而,大多数研究采用的是实验或准实验设计,主要针对少数错误类别,忽视了教师在课堂上的实际需求。本研究旨在探讨如何利用写作诊断性测试来指导真实二语写作课堂中聚焦性书面纠正性反馈的运用实践。研究结果表明,学生文本中错误密度差异较大,语言水平较高的学生错误密度较低且写作篇幅较长。在错误频率和严重性方面,学生在动词时态、用词选择和标点符号方面容易频繁出错,而严重错误主要集中在句子结构、表达和用词选择上。此外,对学生书面表达准确性进行诊断性测试,不仅能有效识别其在写作中的语言优劣,还能为教师和学生提供指导反馈和自我评估的重要依据,在写作课堂中具有重要的作用。In recent years, there has been a surge of research on focused written corrective feedback (FWCF). However, much of this research has been based on experimental or quasi-experimental designs, concentrating on a limited range of error categories, thereby overlooking the practical needs of teachers in real classroom settings. This study aims to explore how diagnostic writing assessment can be leveraged to improve FWCF practices in authentic L2 writing classrooms. The results reveal considerable variation in error density across student texts, with higher proficiency learners producing fewer errors and writing longer texts. Common errors include issues with verb tense, word choice, and punctuation, while more severe errors pertain to sentence structure, expression, and word choice. Furthermore, diagnostic assessment of students’ written accuracy not only effectively pinpoints their strengths and weaknesses but also functions as a valuable tool for delivering instructional feedback and facilitating self-assessment, playing a pivotal role in classroom writing evaluation.展开更多
文摘近年来,关于聚焦性书面纠正性反馈的研究激增。然而,大多数研究采用的是实验或准实验设计,主要针对少数错误类别,忽视了教师在课堂上的实际需求。本研究旨在探讨如何利用写作诊断性测试来指导真实二语写作课堂中聚焦性书面纠正性反馈的运用实践。研究结果表明,学生文本中错误密度差异较大,语言水平较高的学生错误密度较低且写作篇幅较长。在错误频率和严重性方面,学生在动词时态、用词选择和标点符号方面容易频繁出错,而严重错误主要集中在句子结构、表达和用词选择上。此外,对学生书面表达准确性进行诊断性测试,不仅能有效识别其在写作中的语言优劣,还能为教师和学生提供指导反馈和自我评估的重要依据,在写作课堂中具有重要的作用。In recent years, there has been a surge of research on focused written corrective feedback (FWCF). However, much of this research has been based on experimental or quasi-experimental designs, concentrating on a limited range of error categories, thereby overlooking the practical needs of teachers in real classroom settings. This study aims to explore how diagnostic writing assessment can be leveraged to improve FWCF practices in authentic L2 writing classrooms. The results reveal considerable variation in error density across student texts, with higher proficiency learners producing fewer errors and writing longer texts. Common errors include issues with verb tense, word choice, and punctuation, while more severe errors pertain to sentence structure, expression, and word choice. Furthermore, diagnostic assessment of students’ written accuracy not only effectively pinpoints their strengths and weaknesses but also functions as a valuable tool for delivering instructional feedback and facilitating self-assessment, playing a pivotal role in classroom writing evaluation.
