认知风格及反馈对大学生二语习得效果研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-24编辑:lgg点击率:3726
论文字数:38479论文编号:org201706212104493162语种:英语 English地区:中国价格:$ 66
关键词:英语教学论文认知风格形聚焦二语习得
摘要:本文是英语教学论文,本研究旨在探讨影响形式教学(FFI)与不同类型对二语习得的反馈。它不仅是对影响重铸和提示FFI在中国语境中,而且对个体差异的中介研究。很少有研究考察认知风格影响纠错反馈的效果。
t (EI), F (7,167)=.888, p =.523 >.05, the written test (WT), F (7,167) =1.829, p =.149 >.05, and thetext completion test (TC), F (7,167) =1.114, p =.349 >.05. The means and standarddeviations were shown in Table 4.2.
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CONCLUSIONS
The previous chapter presents the results and the analysis of the quantitative andqualitative data in the study. This chapter discusses the major findings and implicationsof the study. It also provides the limitations and suggestions for future research.Based on the results of the treatment and tests and the analyses of the data, thisstudy had three findings in response to the four research questions.First, form-focused instruction activities together with corrective feedbackfacilitate learners’ acquisition of third person singular form. The group receivedform-focused instruction with prompts significantly performed better than the FFIgroup and the control group in the oral imitation test and the written test. The groupreceived form-focused instruction together with recasts also made greaterimprovement, though not significantly, than the FFI group and the control group in thetext-completion test. In the oral imitation test and the written test, the FFI groupachieved more gain scores than the control group in the posttest. Prompts together withform-focused instruction activities provided indication of the error and prompted thestudents to compare their erroneous utterances with the target form. Prompts asrepetition of the incorrect utterances with a rising tone from the teacher triggered thelearner to be consciously aware of the corrective feedback and restructure therule-based target form in the communicative interaction (Lyster, 2004). In the process,the students were pushed to reproduce the correct form of the target structure. However,in teacher-student interaction, form-focused instruction activities alone were not salientenough for students to identify the purpose of the instruction and notice the targetstructure. As indicated in the interview data, students failed to find the targetgrammatical structure in the communicative activities. The short duration of thetreatment possibly resulted in the failure of the recasts group to significantlyoutperform the FFI group and the control group.
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Reference documents (omitted)
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