文献类型：期刊文章

作　　者：王俊菊[1] 吴静[2]

机构地区：[1]山东大学外国语学院 [2]大连交通大学外语学院

出　　处：《Chinese Journal of Applied Linguistics》

基　　金：supported by Shandong Provincial Planning Project of Education Science (2010GZ079);China National Social Sciences Foundation (10BYY026)

年　　份：2012

卷　　号：35

期　　号：3

起止页码：287-300

语　　种：中文

收录情况：内刊

摘　　要：This study explores how error feedback is practiced by Chinese tertiary EFL teachers with its focus on the extent and modes of error feedback, types of focused errors, feedback strategies, and perceptions and attitudes of concern. Analysis of the data from questionnaires, interviews and sample writings indicates that error feedback was extensively practiced in both comprehensive and selective modes. When providing feedback, teachers tended to focus on diction problems and ill-formed sentences, and mainly used the strategies of ＂direct feedback＂ and ＂hinting at the location of errors＂. Despite their expectations on students to locate and correct errors, teachers were found more concerned with the immediate goal of helping students avoid making the same errors than helping them learn on their own. As for the students, they expected teachers to provide comprehensive error feedback and make frequent use of error codes. This paper finally points out that for more effective error feedback, various feedback strategies should be used by teachers and self-correction and peer review should be conducted by students.

关 键 词：error feedback  Chinese EFL tertiary teachers  L2 writing  

分 类 号：H319[外国语言文学类]