好文推荐 | 反馈类型与二语写作技巧的发展关系

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征稿：二语写作研究

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题目：An Experiment in the Relationship of Types of Written Feedback to the Development of Second-Language Writing Skills

1.  摘要

ERROR-CORRECTION IN SECOND LANGUAGE (L2) students' writing is of perennial concern to L2 teachers, as is the question of whether students should be required to produce any sustained writing at all(that is, beyond sentence- level) in the target language before their oral skills are fully developed (58). Many L2 teachers fear the "fossilization" of errors (49; 59), and feel morally obligated to correct all mistakes in L2 student written work. Traditional L2 teachers may avoid requiring students to engage in sustained writing assignments, because ofthe burden some task of correcting and explaining the many surface-level errors likely to occur. However, in recent years, and linked to the Writing Across the Curriculum (WAC) movement (4) interest has emerged in the value of discourse-level writing for the purpose of promoting thinking and learning (32;39). In L2 classrooms many WAC programs have taken the form of journal-writing in the target language, even at the elementary level (13; 29; 30; 33; 37; 41; 47; 52). WAC practitioners employ a wide variety of feedback modes. Of particular concern to L2 teachers is how to respond to their students' personalized and sustained writing; should written feedback take the form of error-corrections or should it pertain more to the content of the writer'smessage

2.  Brief Introduction（为什么这个文章有趣？）

文章研究第二语言的写作技巧。本文研究很有趣，打破常规人认为第二语言是英语的定式心理，以西班牙语言作为本文的研究对象。设定了两个独立变量，反馈类型和语言能力，用于研究以下三个问题。

3. Research Questions （研究问题）

RQ1: The present study sought to identify types of written feedback/response which might be related to achievement in student writing in L2 courses (specifically, college intermediate Spanish courses), and which might also be related to a low- or high-verbal ability level among student subjects.

RQ2: In addition to assigning two differenttypes of written feedback to student guided-journal writing over the course of a semester (error-corrections vs. message-related comments), this study undertook to measure not only level of grammatical accuracy in student writing, but also level of thinking as indicated by the content of the journal entries.

RQ3: The study also sought to devise a model of written feedback which would be empirically related to the promotion of higher- level writing skills in intermediate college-level students of Span.

4. Research method (研究方法）

本研究采取了实证研究方法，采用不用的实验组，用准实验的方法去对比不同语言能力的受试者所完成作品的结果以及产出过程中的语言能力和反馈类型两个独立变量。

5. Comment （读后感）

1）文章以L1阶段实验为基础，设计L2阶段实验，不易读懂，需要理解L1实验的研究成果。

2）如果将受试换做中国学生（大学生、中学生…）等等会不会有新发现呢？

3）如果将实验变量换做英语，日语和韩语说不定研究结果又会不同。

4）本文是以研究者的角度来发现并且解决问题，但是当学生面对受试老师所给的以纠正语言语法错误为导向的评价和以倾向文本思想为导向的评价时，不同类型的学生以及他们可能做出的反应需要做进一步的研究。

5）高语言能力的作者在他们的实验中完成的书面表达任务能够产生更多的高水平思想命题，在这方面持续地优于低语言能力的作者；然而，语言能力高的写作者在他们的作品中产生的语言语法错误数量并不比语言能力低的写作者少很多。所以，第二语言的书面表达教学在本文中所得出的结论是需要长期得到学生所完成的第二语言学习的作品并且从思想以及学生作品文本所反应的内容层面让学生得到反馈。

 • ❤️END❤️ • 

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