学术研究与发表-21世纪英语

学术研究与发表
学术研究与发表

在这个黄叶飘洒的11月,来自世界各地的英语教育者们欢聚一堂,共赴一场云端英语教育盛宴!国内外大咖将会有怎样的思维碰撞?快来大会一睹为快吧!

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The impact of teacher’s corrective feedback on learners' writing accuracy of simple past tense

Zheng Lili (郑力力), Shenzhen Nanshan Experimental School, Guangdong

 

The major objective of this study is to explore the impact of a teacher's corrective feedback on learners’ writing accuracy of simple past tense, summarize the types of corrective feedback and discuss the learners’ views towards a teacher's corrective feedback. Ten Junior Two students of mid-intermediate English proficiency level in Shenzhen Nanshan Experimental School participated in the study, which lasted for 13 weeks. The students were split into two groups: experimental group and control group.

Based on a mixture of both qualitative and quantitative analysis of the data collected, the major findings of the thesis are 1) a teacher's corrective feedback (CF) can improve students' writing accuracy of simple past tense; 2) the teacher mainly gave Direct CF, Indirect CF and Focused CF; 3) students held positive attitudes towards the teacher's corrective feedback and they believed that the teacher's corrective feedback could help them improve their writing accuracy of simple past tense.


Enhancing EFL learners’ sociolinguistic competence

Zhang Ying (张莹), University of Southern California, US

 

This study focused on cultivating sociolinguistic awareness and developing sociolinguistic competence for EFL students at university in China to conduct successful and effective communication in reality. Specifically, the current study examined the influence of the effectiveness of a pedagogical intervention on EFL learners' sociolinguistic competence. A pre-/post-test design was adopted. A total of 56 EFL students from a large university in China participated in this study. The treatment group received instruction regarding sociolinguistic competence, whereas the control group did not have the pedagogical intervention. The intervention encompassed 10 sociolinguistic lessons. Examples of the topics included intercultural awareness, racism, identity construction, and speech acts. Additionally, qualitative data were collected through semi-structured interviews and the researcher's observation. This research provided evidence that: 1) exploring the sociolinguistic domain piqued Chinese EFL learners' interest and helped students realize the necessity and magnitude of learning sociolinguistic competence; 2) teaching sociolinguistic competence to students helped them heighten their sociolinguistic awareness and produce more appropriate utterances in the target language; 3) EFL instructors in China became more confident in teaching sociolinguistic competence by implementing the lesson-planning model.

 

Zhang Ying obtained her master's degree in TESOL at the University of Southern California, US. She has been teaching English at the university and high school levels for 12 years in China, the United States, South Korea and Thailand. Her research interests entail second language pedagogy, acquisition, sociolinguistics, psycholinguistics, and teacher education.

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