作為語(yǔ)言能力發(fā)展的重要衡量標(biāo)準(zhǔn)之一,二語(yǔ)習(xí)得者的寫作能力不僅受寫作材料、寫作環(huán)境等外部因素的影響,也會(huì)受到學(xué)生自身心理因素如自我效能感的影響。自我效能感是個(gè)體對(duì)自身是否有能力完成任務(wù)的判斷。教師對(duì)學(xué)生學(xué)業(yè)表現(xiàn)的反饋影響著他們對(duì)自我的認(rèn)知與評(píng)價(jià),進(jìn)而影響到其自我效能感。英語(yǔ)教師如何利用有效反饋增強(qiáng)學(xué)生的英語(yǔ)寫作效能感,進(jìn)而提高學(xué)生的寫作水平,已成為二語(yǔ)習(xí)得領(lǐng)域研究的熱點(diǎn)之一。在Ellis(2009)所提出的六種教學(xué)反饋分類中,直接反饋為英語(yǔ)教師使用較多,而元語(yǔ)言反饋更切合當(dāng)下《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(2017)》中學(xué)英語(yǔ)學(xué)科培養(yǎng)學(xué)生學(xué)習(xí)策略和學(xué)習(xí)能力的要求。言語(yǔ)勸說(shuō)是影響自我效能感的四個(gè)因素之一(Bandura,1977),因其可利用性及有效性,被廣泛地用來(lái)提高個(gè)體的自我效能感。教師反饋?zhàn)鳛橐环N方式,常被用于改善學(xué)生的自我效能。有鑒于此,筆者通過實(shí)證研究,來(lái)探究英語(yǔ)教師的直接反饋和元語(yǔ)言反饋對(duì)高中生英語(yǔ)寫作效能感的影響。本研究試圖回答以下三個(gè)問題:(1)直接反饋對(duì)不同英語(yǔ)寫作效能感水平的高中生有何影響?(2)元語(yǔ)言反饋對(duì)不同英語(yǔ)寫作效能感水平的高中生有何影響?(3)不同英語(yǔ)寫作效能感水平的高...

【文章頁(yè)數(shù)】：98 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Studies of Direct Feedback and Metalinguistic Feedback
        2.1.1 Definition of Direct Feedback and Metalinguistic Feedback
        2.1.2 Related Studies on Direct Feedback and Metalinguistic Feedback
    2.2 Studies of Writing Self-efficacy
        2.2.1 Definition of Writing Self-efficacy
        2.2.2 Related Studies on Writing Self-efficacy
    2.3 Related Studies on the Effects of Corrective Feedback on Writing Self-efficacy
Chapter Three Theoretical Basis
    3.1 The Noticing Hypothesis
    3.2 The Interaction Hypothesis
    3.3 Self-efficacy Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 English Writing Self-efficacy Scale
        4.3.2 Writing Task
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Pre-test of the Experiment
        4.4.2 Implementation of the Experiment
        4.4.3 Post-test of the Experiment
        4.4.4 Data Collection and Analysis
Chapter Five Results and Discussions
    5.1 The Effects of Direct Feedback on Students’Writing Self-Efficacy
        5.1.1 The Effects of Direct Feedback on Students with High-level Writing Self-efficacy
        5.1.2 The Effects of Direct Feedback on Students with Intermediate-level Writing Self-efficacy
        5.1.3 The Effects of Direct Feedback on Students with Low-level Writing Self-efficacy
    5.2 The Effects of Metalinguistic Feedback on Students’Writing Self-Efficacy
        5.2.1 The Effects of Metalinguistic Feedback on Students with High-level Writing Self-efficacy
        5.2.2 The Effects of Metalinguistic Feedback on Students with Intermediate-level Writing Self-efficacy
        5.2.3 The Effects of Metalinguistic Feedback on Students with Low-level Writing Self-efficacy
    5.3 The Comparison of the Effects of Direct Feedback and Metalinguistic Feedback on Students’Writing Self-efficacy
        5.3.1 The Different Effects of Direct Feedback and Metalinguistic Feedback on Students with High-level Writing Self-efficacy
        5.3.2 The Different Effects of Direct Feedback and Metalinguistic Feedback on Students with Intermediate-level Writing Self-efficacy
        5.3.3 The Different Effects of Direct Feedback and Metalinguistic Feedback on Students with Low-level Writing Self-efficacy
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions of the Study
Bibliography
Appendix
    AppendixⅠ Different Types of Corrective Feedback
    AppendixⅡ Pre-questionnaire
    AppendixⅢ Post-questionnaire
    AppendixⅣ Writing Tasks
    AppendixⅤ The Outline of Interview
Acknowledgements



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