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1.1 Research orientation研究方向
该研究报告在本论文主要地址再形成的影响在改善中国大学生写作。再形成的概念最初是由利文提出上海四通(1978年,作为引用科恩,1983)和科恩(1983)把它定义为一种“有一个本地作家的目标语言重写学习者的论文,保留所有学习者的思想,使它听起来像尽可能本土一样The Study to be reported in this thesis mainly addresses the effect of reformulation inimproving Chinese college students writing. The notion of reformulation was firstproposed by Levenston (1978, as cited in Cohen, 1983) and Cohen (1983) defined it as atechnique of “having a native writer of the target language rewrite the learner's essay，preserving all the learner's ideas, making it sound as native-like as possible"(p.4).Therefore, reformulation is a type of written corrective feedback.For more than a decade, a lot of researches have been carried out on the effect offeedback. Adams (2003) pointed out that “feedback on second language learners’ writingis an issue of concern to both language teachers and second language researchers" (p.349).Teachers and researchers are likely to agree that the most effective type of feedback is theone that can provide the “optimal condition" to make the learners notice the errors,understand the errors and incorporate the correct target language in their new writing.However, no one can give a clear definition of “optimal condition".Ibarrola (2009) tried to establish the optimal conditions for feedback based onabundant researches he had done, he claimed that feedback should: make learners feelcurious and motivated; involve learners' initiative (self-discovery);https://www.51lunwen.org/guidelines/ take learners' needs asa point of departure. Reformulation involves the comparison of the original writing of thelearners and the reformulated version, and it takes the learners' needs as a point ofdeparture, preserving all the learners ideas, thus it seems to be that kind of writtencorrective feedback strategy believed to have the potential to provide the optimalconditions to help learners notice their writing errors.Within the tremendous researches on written corrective feedback strategies, a largenumber of researches have addressed the learning- to-write dimension of writing, i.e.,issues related to the manner in which L2 users develop writing skills and abilities. Incontrast,the study of “feedback for acquisition" would be part of a slightly differentresearch agenda, namely, a “writing-to-leam” dimension, this article follows the “writingto leam" dimension, investing the processing of reformulation on interlanguagedevelopment.

1.2 Significance意义
The evidence in support of written correct feedback can be found in a growing bodyof research (Ashwell, 2000; Bitchener, Young, & Cameron, 2005; Chandler, 2003; Ellis,2009a; Sachs, & Polio, 2007； Sheen, 2007). The researchers began to propose differentkinds of written corrective feedback strategies. Ellis (2009b) classified these strategiesinto six: direct CF (The teacher provides the students with the correct form); indirect CF(The teacher indicates that an error exists but does not provide the correction.);Metalinguistic CF (The teacher provides some kind of metalinguistic clue such as wwstands for wrong word as to the nature of the error); unfocused or focused CF (Thisconcerns whether the teacher attempts to correct all (or most) of the students' errors orselects one or t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。