论文阅读与评价 Paper 3 Comments.pptVIP

论文阅读与评价 Paper 3 Comments 文秋芳 中国外语教育研究中心 2008年7月 Variables Stage One: PFNs (notice the holes) Q1: what aspects of language noticed Stage Two: FNs (Notice the gaps) Q2: What has been noticed by comparison? Stage Three: Immediate revision Stage Four: Delayed revision Q3: The effects of noticing in Stages I and 2 on subsequent revisions Q4: The proficiency effects on noticing and revisions Q1: The aspect of language features L2 learners notice most in stage 1 Q2: The aspect of language features L2 learners notice most in stage 2 The students noticed overwhelmingly lexical problems  Additional findings: Participants noticed more features in Stage 2 than in Stage 1 and content features accounted for nearly 30%. It indicates native-speaker models are useful in promoting learner noticing, specifically in drawing the learners ’ attention to the content of what they wrote. Maybe because the Japanese are quite different with the native speakers in the ways of expression and thinking.  Q3: Effects of Stage 1 and Stage 2 noticing on subsequent revisions There is a strong relationship between Stage 1 and Stage 2 noticing. Those related to PFN were incorporated significantly more in the immediate and delayed revisions than those unrelated. Q4: The effects of learners’ proficiency on noticing and incorporation the more proficient group noticed more and incorporated more than the less proficient one. The difference was not significant except in Stage 2 comparison task. Strengths and weaknesses in the design and writing Strengths in design Topic interesting Design careful A four-stage writing task Procedures clear and transparent Data analysis explicitly explained Strength in writing Simple language Clear and good organization Comprehensive interpretations Sincere attitudes Weaknesses Weaknesses in design Spontaneous attention to form Noticing: note-taking Lexical features noticed: instruction Coding the PFNs into