中国语言学习者对语言功能框架下写作书面反馈方式的评价
Effects of Language-Function-Based Written Feedback on Chinese EFL Students’ Writing under the Test-Prep Context
DOI: 10.12677/OETPR.2019.12011, PDF,   
作者: 黄伟娴*：新东方广州学校，广东 广州；吴 丹：新东方南宁学校，广西 南宁；李则雨：新东方深圳学校，广东 深圳
关键词: 语言功能框架；书面反馈；写作；Language-Function-Based Framework； Written Feedback； Writing
摘要: Holmes (2001) [1] 和Searle (1969) [2]提出了语言功能框架下的写作反馈方式，这种反馈方式对于语言学习者的重要性被很多英语语言教学的学者和教育者强调。此项研究大多是关注于公立学校及大学的语言学习者，但是很少研究是针对中国英语考试学习者的。所以，这项研究的价值在于给英语语言考试培训机构的老师们提供一些启示，并且填补相关文献上的空白。11名中国学生参加了此项研究，他们来自两个不同的英语级别(CEFR B1和B2)，三所不同的新东方学校。在研究过程中，每位学生的写作文章都被收集起来，并接受了两次面谈。最后，研究表明，所有的学习者都喜欢直接讲解和表达赞同这两种反馈方式，询问阐明更受高级别的学生欢迎而表达反对则更受低阶学生喜欢。此项研究成果可以在未来应用在写作教师培训中。
Abstract: The importance of providing written feedback for learners using language-function-based frame-work proposed by Searle (1969) and Holmes (2001) has been stressed by many ELT scholars and educators. Notwithstanding much concentration on learners from public schools and universities, the literature regarding Chinese EFL learners under a test-prep institutional environment is scarce. Therefore, this study providing insight for EFL teachers on written feedback in a test-oriented language institute is of value and may fill up gaps in literature. Eleven Chinese learners in two language levels (CEFR B1 and B2) from three branch New Oriental Schools participated in this research. Learners’ written drafts were collected and two in-depth interviews were conducted. The study suggests that learners from both level groups favor directive-instruction and expressive-approval feedback while the other two types are less favored by B1 learners. Also, the implication of the study can be implemented on writing teacher training in the future.
文章引用：黄伟娴, 吴丹, 李则雨. 中国语言学习者对语言功能框架下写作书面反馈方式的评价[J]. 国外英语考试教学与研究, 2019, 1(2): 81-90. https://doi.org/10.12677/OETPR.2019.12011

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