两种不同教师反馈及其引发的注意对二语学习者写作修改的影响

摘要

Based on a three-stage draft-feedback-rewrite writing task, this study examined the effects of two types of feedback - written error correction and teacher conference on Chinese EFL learners＇ writing. We also investigated the effect of noticing in the writing process. As the research results show, teacher feedback plays a role in help improve learners＇ writing accuracy; compared with written error correction, teacher conference can trigger more notice of learners and thus can better help learners in their writing. Those noticed linguistic prob- lems are more likely to be corrected. Saliency and whether there is interaction in teacher feedback have an im- pact on noticing quality.%本文以过程写作法为导向,通过撰写-反馈-再写作三个步骤研究修正性书面反馈和面对面评改这两种反馈方式及其引发的注意对中国英语学习者写作的影响。研究结果表明教师反馈有利于提高学习者的写作准确性;面对面评改反馈作为一种口语交互式活动比直接的修正性书面反馈更有利于提高学习者的写作;反馈引起的学习者对目标语言问题的注意能促进其目标语的发展,而反馈的明晰度和是否存在交互活动影响学习者的注意。