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本研究通过历时12周、共计100名远程英语学习者参与的教学实验和问卷调查,探讨通过书面更正性反馈提高远程英语学习者使用英语一般过去时和过去完成时的正确率的有效性问题。参与者被分为三组,组1获得只含有正确答案的直接反馈,组2获得只含有元语言信息的间接反馈,对照组不获得任何反馈。前测、及时后测以及10周后的延时后测成绩对比结果显示,实验组的及时后测和延时后测成绩均明显高于前测成绩,而控制组成绩无显著变化。这说明更正性反馈能有效提高学习者使用两种时态的准确性。随后的问卷调查揭示了远程学习者对待更正性反馈的态度。本研究进一步证实了对于成人远程英语学习者而言,书面更正性反馈是有效的,且直接反馈效果优于间接反馈效果。
In this study, teaching experiments and questionnaires involving 100 distance-based English learners for 12 weeks were used to explore the validity of using written corrective feedback to improve the accuracy of remote English learners’ use of English in the past and past. Participants were divided into three groups, Group 1 received direct feedback with only the correct answer, Group 2 received indirect feedback containing only metalanguage information, and Control Group received no feedback. The results of pretest, posttest in time and postponement of postponed test after 10 weeks showed that the scores of posttest and postponement in test group were significantly higher than those of pretest but not in control group. This shows that corrective feedback can effectively improve learners to use two kinds of tense accuracy. Subsequent surveys revealed the attitude of distance learners to corrective feedback. This study further confirms that written corrective feedback is effective for adult distance EFL learners and that direct feedback is superior to indirect feedback.