本文是一篇英语论文，本研究采用实验研究法探究以下两个研究问题：（1）聚焦和非聚焦书面纠正性反馈对高中生英语类指名词短语的习得有何影响？（2）两种反馈方式对英语类指名词短语习得的影响差异何在？
Chapter One Introduction
1.1 Research Background
Among the five basic English skills of listening,speaking,reading,watching andwriting,writing plays a vital role in English learning.Therefore,cultivating students'writing ability is also an indispensable part of English teaching.The High SchoolEnglish Curriculum Standards(2017 edition)clearly states that English writingmainly tests students'writing ability,which includes three important aspects includingfluency,accuracy and language appropriateness.It can be seen that the Ministry ofEducation has put forward specific requirements for the accuracy of students'Englishwriting.However,it is difficult for teachers to find appropriate methods to cultivateand improve students'language accuracy in English writing teaching,which makeswriting accuracy more prominent and arouses the academic circle's close attention tothis problem.
Since the process-based approach comes into second language teaching class,teacher feedback,as a part of this approach,has gradually become an indispensablepart of writing teaching.How to improve students'English writing accuracy throughteacher feedback has become one of the hot topics in current research.Therefore,studies on WCF is growing rapidly.Scholars hold different views on the effectivenessof teachers'WCF.Some related researches on WCF can be described in three aspects.
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1.2 Research Purposes
This study intends to investigate the effects of focused and unfocused WCF onimproving the accuracy of senior high school students'use of generic NPs in Englishwriting.Specifically,this study covers two main purposes:
The first one is to explore what are the effects of focused and unfocused WCF onthe acquisition of English generic NPs in senior high school students'writing.That is,how these two types of WCF affect students’accurate use of English generic NPsrespectively.In addition,during the experiment,the author tries to help EFL studentsimprove their writing skills and eliminate the target structure errors in their writing aswell
The second one is to find out the differences between the effects of these twotypes of feedback on the accurate use of English generic NPs and what causes thedifferences.Specifically speaking,this study aims to explore both the short-term andlong-term effects of focused and unfocused WCF on the acquisition of Englishgeneric NPs,so as to discover the most effective one in promoting the accurate use ofEnglish generic NPs in writing.In this way,some useful instructions can be providedfor English teachers and researchers.Therefore,teachers can choose the best way toprovide feedback and assist to improve students’writing quality to a large extent.
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Chapter Two Literature Review
2.1 Focused and Unfocused Written Corrective Feedback
WCF is a contentious and hot topic in second language teaching,especially forits effects in writing,and has aroused second language researchers’great attention.Inthis study,the effects of focused the unfocused written feedback are to be investigated.Therefore,it is of great importance to introduce their definition.
2.1.1 Written corrective feedback
In this section,definitions of WCF proposed by different scholars are introducedand analyzed in detail and the classification of WCF is also included.
2.1.1.1 Definition of written corrective feedback
Feedback is an important part of classroom instruction and can yield a significantimpact on language learning and performance(Hattie&Timperley,2007).Correctivefeedback is regarded to be“of eternal concern to L2 teachers”(Kepner,1991:305)inthe field of SLA.Chaudron(1977)defines it as teachers’response to learners’errors.Keh(1990:294)considers corrective feedback as“a fundamental element of a processapproach to writing”,which refers to the reader provides input to the writer andprovides the writer with information to revise the writing.According to Lightbownand Spada(1999),corrective feedback refers to any instruction or response that makeslearners realize that they have used language incorrectly.
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2.2 English Generic Noun Phrases
英语论文怎么写
This section introduces the target structure,that is English generic NPs in thisstudy,and previous researches on this structure are also reviewed.
2.2.1 Definition of English generic noun phrases
According to Quirk et al.(1985),there are three kinds of English generic NPs,and the rules can be generalized as follows:(a)Definite article+singular noun.e.g.The elephant is mammal.(b)Indefinite article+singular noun.e.g.An elephant is mammal.(c)Zero article+plural noun.e.g.Elephants are mammals.
However,there are big differences between the expressions of Chinese andEnglish generic NPs.In Chinese,generic NPs usually appear in the form of barenouns,which refer to a kind as a whole without morphological changes(Liu,2002).In sentence(1),for example,liebao(the cheetah)is used directly to refer to the wholekind of cheetahs on the land with no morphological changes.
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Chapter Three Theoretical Framework ............................ 21
3.1 Noticing Hypothesis ................................... 21
3.1.1 Schmidt’s Noticing Hypothesis .......................... 21
3.1.2 Application of Noticing Hypothesis in the study ....................... 23
Chapter Four Research Methodology .......................... 28
4.1 Research Questions ................................... 28
4.2 Participants .................................. 28
4.3 Research Instruments ............................. 29
Chapter Five Results and Discussion ........................... 38
5.1 Results ................................... 38
5.1.1 Results of pretest ......... 38
5.1.2 Results of post-tests ............................. 40
Chapter Five Results and Discussion
5.1 Results
There are three groups in this experiment where the FG receives focused WCF,the UFG receives unfocused WCF,and the CG receives feedback on the structure andcontent of the composition.By collecting and analyzing the scores of the students ofthree groups in the pretest,the immediate post-test,and the delayed post-test,a seriesof tables and figures are obtained to elaborate the effects of the two kinds of WCF onthe acquisition of English generic NPs.All data collected from these three tests followthe normal distribution,so One-Way ANOVA,Paired-Samples T Test and multiplecomparisons are applied in this paper.In addition,in order to make the study morereliable and valid,a questionnaire is given out to participants.Those data collectedfrom questionnaires is also analyzed in this section.
5.1.1 Results of pretest
All students are required to finish a composition in pretest,and their scores arerecorded and analyzed by SPSS 27.With the aim to exam the effects of the two typesof WCF adopted in this study,an analysis should be carried out at first to test whetherthe participants in the two treatment groups and the control group are with the sameperformance on the use of English generic NPs.Therefore,the One-Way ANOVA isadministrated on the scores in pretest.The data analysis results in pretest are shown inTable 5.1 and Table 5.2.
英语论文参考
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Chapter Six Conclusion
6.1 Major Findings
This study principally deals with two questions about WCF,that is,the effects offocused and unfocused WCF on the accurate use of generic NPs and the effectdifferences between the two types of WCF.According to the experiment data analysisand the discussion of questionnaires,the major findings of this study are presentedwith response to the two research questions.
With respect to the first question,the experiment results show that participants inboth the FG and UFG achieve higher scores by comparing with the students in the CGin immediate and delayed post-tests,and significant difference is also observed.Itsuggests that both focused and unfocused WCF exert a remarkable positive effect onlearners’accurate use of English generic NPs in both the short and long term.
Turning to the second question,which is to investigate the effect differencesbetween focused and unfocused WCF on the accurate use of English generic NPs inwriting.Research results reveal that the effects of these two kinds of WCF aredifferential.In the short term,although the mean score of students received focusedWCF is higher than that of who received unfocused WCF,no significant difference isfound.In the long term,focused WCF outperform unfocused WCF.It can beconcluded that focused WCF is more effective than unfocused WCF in theimprovement of learners’accurate use of English generic NPs.
reference(omitted)