摘要：教师反馈对英语学习者写作水平所起的作用研究已引起了中外学者广泛关注。鉴于此,本文基于错误分析理论、交互理论,采用文献调查法、对比归纳法、定量分析、定性分析等方法,探求二语学习者写作过程中的常见的词汇错误,以及造成这些错误的共性原因,并就教师反馈对学习者词汇学习的作用进行了积极的探讨。这一研究结果对中学英语课堂中的词汇教学具有实践意义,教师应该重视纠正反馈,以帮助增强学生内化词汇的能力。

关键词：教师反馈,词汇错误,交互效应,错误分析

Contents

摘要

ABSTRACT

Acknowledgements

1 Introduction-1

2 Literature Review-2

2.1 Error Analysis Theory-2

2.2 Interaction Theory-2

2.2.1 Comprehensible Input Hypothesis-3

2.2.2 Comprehensible Output Hypothesis-4

2.2.3 Interaction Hypothesis-5

2.3 Research of Teacher Feedback in Writing Abroad-5

2.4 Domestic Research of Teacher Feedback in Writing-6

3 Methodology-7

3.1 Research Questions-7

3.2 Research Subjects-7

3.3 Research Methods-7

3.4 Research Procedures-7

4 Results and Analysis-9

4.1 Spelling Errors-10

4.1.1 Misformations-10

4.1.2 Some other Types of Spelling Errors-10

4.2Collocation Errors-10

4.3Wrong Choice of Words-11

4.3.1Confusion of Sense of Relationship-11

4.3.2Confusion of Part of Speech-11

4.4Effects of Teacher Feedback-12

4.5 Factors Influencing EFL Learners' Vocabulary Acquisition-13

4.5.1 Mother-tongue Interference-13

4.5.2 Individual Language Aptitude-14

4.5.3 Teacher Feedback-15

4.5.4Imbalances Between Input and Output-15

5. Principles and Ways of Feedback-17

5.1 Aiming at Deep Errors-17

5.2 Reinforcing the Re-input of Lexical Chunks-18

5.3 Balancing Criticism and Praise-18

6 Conclusion-18

References-20

Appendix A-21

Appendix B-22