本研究探索不同计算机交流环境下书面纠正性反馈对中国大学生英语语法习得的影响?研究发现:(1) 计算机同步交流组(同步组)和计算机异步交流组(异步组)的语法学习效果均好于对照组,显示出计算机交流环境下语法纠正性反馈的有效性;(2)同步组的效果并不优于异步组?在同步交流环境下,通过使用语篇重构的任务设计来进行书面纠正性反馈,并不能发挥出同步计算机交流的主要特点以促进学习者的二语语法习得?

This study investigated the influence of written corrective feedback under two different computer-mediated environments (synchronized and synchronized) on the acquisition of English grammar in the Chinese English learners. Students from two intact classes (63 in all) were randomly assigned to three different groups: synchronized computer-mediated feedback group (SCF), synchronized computer-mediated feedback group (ACF) and comparison group. Findings show: (1) both the SCF and ACF groups significantly outperformed the comparison group, demonstrating the effectiveness of grammar acquisition of written corrective feedback under two different computer-mediated environments; (2) SCF did not show significant progress than the ACF group, showing that it seems written corrective feedback which is done through the use of text reconstruction task could facilitate the acquisition of English grammar, because this type of task cannot play its full advantage of synchronized computer-mediated communication.