發(fā)布時間：2025-05-05 02:21

　　作為語言能力發(fā)展的重要衡量標(biāo)準(zhǔn)之一,二語習(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。自我效能感是個體對自身是否有能力完成任務(wù)的判斷。教師對學(xué)生學(xué)業(yè)表現(xiàn)的反饋影響著他們對自我的認(rèn)知與評價,進(jìn)而影響到其自我效能感。英語教師如何利用有效反饋增強(qiáng)學(xué)生的英語寫作效能感,進(jìn)而提高學(xué)生的寫作水平,已成為二語習(xí)得領(lǐng)域研究的熱點之一。在Ellis(2009)所提出的六種教學(xué)反饋分類中,直接反饋為英語教師使用較多,而元語言反饋更切合當(dāng)下《普通高中英語課程標(biāo)準(zhǔn)(2017)》中學(xué)英語學(xué)科培養(yǎng)學(xué)生學(xué)習(xí)策略和學(xué)習(xí)能力的要求。言語勸說是影響自我效能感的四個因素之一(Bandura,1977),因其可利用性及有效性,被廣泛地用來提高個體的自我效能感。教師反饋作為一種方式,常被用于改善學(xué)生的自我效能。有鑒于此,筆者通過實證研究,來探究英語教師的直接反饋和元語言反饋對高中生英語寫作效能感的影響。本研究試圖回答以下三個問題:(1)直接反饋對不同英語寫作效能感水平的高中生有何影響?(2)元語言反饋對不同英語寫作效能感水平的高中生有何影響?(3)不同英語寫作效能感水平的高...

【文章頁數(shù)】：98 頁

【學(xué)位級別】：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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