二语写作中学习者自发注意与教师反馈引发注意的关系及其对习作修改的影响被引量：25

Learners' Spontaneous and Teacher's Feedback-initiated Attention in Writing:Relations and Their Effects on Revision

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摘要本文采用以过程为导向的研究范式,通过撰写、反馈、即时修改和延迟修改4个阶段考察了二语写作过程中学习者自发注意与教师反馈引发注意的关系及其对习作修改的影响。结果表明:教师反馈明晰度与反馈引发注意之间显著正相关,但后者对修改的影响仅限于表层即时修改,而对意义即时修改和延迟修改的影响均不显著;在即时和延迟修改条件下,自发注意与引发聚合注意成为表层修改的显著预测指标。这一研究结果对二语写作教学有重要指导意义。 Using a process-oriented paradigm,this study investigated the relationships between learners' spontaneous and teacher's feedback-initiated attention and their effects on revision in a four-stage(composing,feedback,immediate and delayed revision) writing task.The results indicate that 1) significant correlations existed between feedback explicitness and feedback-initiated attention;2) feedback-initiated attention was found to exhibit significant effect on immediate revision in terms of form rather than meaning,but with no significant effect on delayed revision;and 3) the convergence of learners' spontaneous and feedback-initiated attention was a significant predictor for both immediate and delayed revision in form.These findings may have implications for EFL writing instruction.

作者闫嵘

机构地区北京第二外国语学院英语学院语言与认知研究中心

出处《解放军外国语学院学报》 CSSCI 北大核心 2011年第3期46-50,127,共5页 Journal of PLA University of Foreign Languages

基金北京市属高等学校人才强教深化计划项目(PHR201008456&PXM2010_014221_101037) 北京市科研基地-科技创新平台-第二语言习得理论与实践建设平台项目(PXM2010_014221_100559)

关键词二语写作学习者自发注意教师反馈引发注意习作修改

分类号 H09 [语言文字—语言学]

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参考文献14

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二级参考文献53

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