通过写作活动创新教师反馈，提高中学生对搭配错误的认识

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2021-09-13 DOI:10.14746/ssllt.2021.11.3.6

B. Reynolds, M. Teng

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引用次数: 4

摘要

本研究考察了二语写作教师对台湾中学生搭配错误的书面纠正反馈类型。首先，对教师针对学习者的词汇选择错误提供的书面纠正反馈进行了检查，以揭示所提供反馈的类型。然后，分析集中在动词与名词的搭配上，以关注学生如何从教师那里收到不同类型的书面纠正反馈，针对单一的搭配错误类型。结果显示，一些被标记为包含选词错误的句子只包含基于规则的错误。此外，对于动词-名词搭配错误，教师选择提供间接和直接的反馈，几乎相等，而牺牲了元语言反馈。在此基础上，我们提出了二语写作教师在提供选词错误反馈时的选择建议。

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Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.