英语写作反馈信息有效性研究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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第一章 引言1

1.1 Research background5

1.2 Objectives of the research9

1.3 Research questions10

1.4 Significance of the research11

1.5 An overview of chapters13

第二章 国内外英语写作教师反馈信息研究综述15

2.1 Introduction16

2.2 Definitions of feedback16

2.3 Multi-perspectives on feedback17

2.4 Types offeedback in English writing learning18

2.5 Roles of feedback in English writing learning20

2.6 Multiple views on teacher written feedback20

2.7 Previous studies of teacher written feedback21

2.7.1 A framework for reviewing feedback studies22

2.7.2 Feedback studies in L1 context24

2.7.3 Feedback studies in L2/FL context31

2.7.4 Feedback studies in the Chinese EFL writing learning context37

2.8 Summary39

第三章 理论框架41

3.1 Introduction43

3.2 Relevant theories43

3.2.1 Social learning theories43

3.2.1.1 Lave ＆ Wenger's Community of Practice theory44

3.2.1.2 Vygotsky's Zone of Proximal Development45

3.2.2 SLA theories45

3.2.2.1 Selinker's Interlanguage theory46

3.2.2.2 Krashen's Input Hypothesis47

3.2.2.3 Krashen's Interaction Hypothesis48

3.3 A working model for the current research49

3.4 Efficiency of feedback52

3.5 Summary56

第四章 研究设计与方法57

4.1 Issues to be addressed58

4.2 General introduction to the whole project58

4.2.1 Preliminary study61

4.2.2 Main study63

4.3 Summary64

第五章 前期研究65

5.1 Methods ＆ procedures67

5.2 Data collection68

5.2.1 Data source68

5.2.2 Data types69

5.3 Data analysis70

5.3.1 Data sorting70

5.3.1.1 Principles ＆ procedures70

5.3.1.2 Teacher feedback on students'writing71

5.3.1.3 Errors in students'writing85

5.3.2 Data analysis89

5.3.2.1 Analytical analyses of teacher feedback90

5.3.2.2 Error analysis107

5.3.2.3 Stabilizations in Chinese EFL learners'writing130

5.4 Summary131

第六章 主要研究135

6.1 Research hypotheses137

6.2 Methods ＆ procedures138

6.3 Subjects139

6.4 Settings140

6.5 Data collection143

6.5.1 Students'texts144

6.5.2 Electronic feedback146

6.5.3 Students'revisions151

6.5.4 A questionnaire survey152

6.5.5 Students'responses to feedback154

6.5.6 The writing instructor's evaluation of feedback155

6.6 Data analysis155

6.6.1 Analyzing the quality of students'texts155

6.6.1.1 Analyzing structural organization156

6.6.1.2 Analyzing range ofvocabulary157

6.6.2 Analyzing students'revisions157

6.6.3 Analyzing questionnaire data157

6.6.4 Analyzing students'responses to feedback158

6.6.5 Analyzing the writing instructor's evaluation of feedback158

6.7 Summary158

第七章 研究结果与分析159

7.1 Introduction161

7.2 Impacts of the e-feedback161

7.2.1 Impacts on students'general writing ability162

7.2.1.1 Analysis ofstructural organization162

7.2.1.2 Analysis of diversity of vocabulary163

7.2.2 Impacts on students'writing performance165

7.2.3 Analysis of students'revisions166

7.2.4 Students'responses to feedback171

7.2.4.1 Students'attitudinal evaluation of feedback172

7.2.4.2 Students'performance evaluation of feedback184

7.2.5 The instructor's evaluation of feedback187

7.2.6 Summary187

7.3 New types of teacher＆student relationships188

7.3.1 New teacher identity ＆ roles189

7.3.2 New student identity ＆ roles190

7.4 A suggested model for Chinese EFL writing teachers191

7.4.1 Focuses of feedback194

7.4.2 Forms of feedback195

7.4.3 Functions of feedback196

7.5 Summary197

第八章 结论与启示199

8.1 Summary of major findings202

8.2 Research products206

8.2.1 A corpus of teacher feedback206

8.2.2 E-feedback to stabilizations in Chinese EFL learners'writing207

8.3 Limitations of the current research208

8.4 Implications for Chinese EFL writing instructions209

8.5 Conclusion212

Bibliography215

Acknowledgements233

Appendix A:Examples of E-feedback234

Appendix B:Questionnaires238

Appendix C:Students'Responses to Feedback245