声明
Acknowledgements
Abstract
摘要
CONTENT
1.Introduction
1.1 Background of the study
1.2 Significance and purpose of the study
1.2.1 Significance of the study
1.2.2 Purpose of the study
1.3 Organization of the thesis
2.Literature Review
2.1 Feedback in writing
2.1.1 Definition of feedback
2.1.2 Types of feedback
2.2 Written corrective feedback (WCF) in writing
2.2.1 Definition of WCF in writing
2.2.2 Classification of WCF in writing
2.3 Related studies of TWCF in writing
2.3.1 Studies on the effects of direct and indirect WCF on accuracy
2.3.2 Studies on the effects of direct and indirect WCF on the overall writing quality
2.3.3 Studies on learners’ attitudes and preference towards WCF
2.4 Theoretical framework
2.4.1 Interaction hypothesis theory
2.4.2 Noticing hypothesis
2.4.3 Comprehensible output hypothesis
3.Research Design
3.1 Research questions
3.2 Participants
3.3 Instruments
3.3.1 Experiment
3.3.2 Questionnaire
3.4 Procedure of the study
4.Results and Discussion
4.1 Results and discussion of the effects of direct and indirect WCF on accuracy
4.1.1 Comparison between direct group and indirect group before the writing experiment
4.1.2 Comparison between the 1st draft and the 6th draft of each group
4.1.3 Comparison between direct group and indirect group after the writing experiment
4.2 Results and discussion of the effects of direct and indirect written corrective feedback on the overall writing quality
4.2.1 Analysis on the correlation between the amount of errors and holistic scores
4.2.2 Comparison between direct group and indirect group before the research
4.2.3 Comparison between the 1st draft and the 6th draft of each group
4.2.4 Comparison between direct group and indirect group after the writing experiment
4.3 Results and discussion of learners’attitudes and preferences towards WCF
4.3.1 Results and discussion on students’ attitudes and opinions on English writing and error correction
4.3.2 Results and discussion on students’ expectations of teacher feedback and preference of DWCF and IWCF
4.3.3 Results and discussion on students’ reactions to teacher feedback and attitudes toward their improvement
5.Conclusion
5.1 Major findings of the present study
5.2 Implications
5.2.1 Theoretical implications
5.2.2 Pedagogical implications
5.3 Limitations and suggestions
Bibliography
Appendix