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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-10编辑:lgg点击率:3933
论文字数:39620论文编号:org201405101201512810语种:英语 English地区:中国价格:$ 66
摘要:As the title of the thesis suggests, this study intends to find out the effects of thedifferent types of teacher written corrective feedback on non-English majors’ writing self-efficacy, that is, which types of teacher written corrective feedback will affect on raisingnon-English majors’ writing self-efficacy.
Chapter One Introduction
1.1 Background of the Study
Teacher feedback usually refers to the information sent back by teachers afterstudents completing some particular learning task, which aims to improve and enhancestudents’ learning. In language teaching, it is also one of the key factors which mayinfluence students’ writing performances. It not only guarantees learners to produceaccurate target language, but also can be regarded as a resources of the improvement ofstudents’ writing performance. Hence, no matter in process-oriented approach or product-oriented approach, teacher feedback is an important component and plays a vital role inguiding learners’ writing and ensuring the effect of teaching.In this study, the researcher adopted Rod Ellis’ classification on teacher feedback.Professor Rod Ellis is a leading theorist of second language acquisition, and has publishedmany books and more than a dozen articles on the subject. A Typology of WrittenCorrective Feedback Types is a journal published on English Language Teaching Journalin 2009. He claims that in English writing, teacher written corrective feedback can bedivided into three elements: direct corrective feedback (direct CF), indirect correctivefeedback (indirect CF) and metalinguistic corrective feedback (metalinguistic CF). Thisdivision has gained a big influence in the field of Second Language Acquisition.Therefore, in this paper, the researcher aims to explore the relationship between teacher written corrective feedback and non-English majors’ writing self-efficacy based on thedivision by Rod Ellis.
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1.2 Purposes of the Study
As the title of the thesis suggests, this study intends to find out the effects of thedifferent types of teacher written corrective feedback on non-English majors’ writing self-efficacy, that is, which types of teacher written corrective feedback will affect on raisingnon-English majors’ writing self-efficacy.Inspired by the theoretical and practical needs for such knowledge, the lack ofempirical evidence and also my personal interest as an English learner and practitioner,the present study aims to examine the writing self-efficacy of non-English majors. Thepurpose of the present study was to explore the effects of different types of teacherwritten corrective feedback on non-English majors’ writing self-efficacy. So far, in thepublished essays in the most influential journals that concern foreign language teachingand researches, only a few of them deal with teacher written corrective feedback, itsnecessity, forms and effects. Although some of the studies have mentioned therelationship between teacher feedback and self-efficacy, little attention has been given tocomparison between teacher written corrective feedback and writing self-efficacy whichis meaningful to the present writing teaching approach. Furthermore, since Rod Ellis hasput forward the definite categorization of written corrective feedback types in 2009 whichcan be viewed as an authoritative categorization by many researchers, it is widely used inrecent years. So, by using Ellis categorization, the researcher explores a research onteacher written corrective feedback and self-efficacy from such new perspective.
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Chapter Two Literature Review
2.1 Teacher Feedback
In context of teaching in general, feedback usually refers to the information sentback b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。