论文阅读与评价

1、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VariablesnStage One: PFNs (notice the holes)Q1: what aspects of language noticednStage Two: FNs (Notice the gaps)Q2: What has been noticed by comparison?nStage Three: Immediate revisionnStage Four: Delayed revisionQ3: The effects of noticing in Stages I an

2、d 2 on subsequent revisionsQ4: The proficiency effects on noticing and revisionsQ1: The aspect of language features L2 learners notice most in stage 1Q2: The aspect of language features L2 learners notice most in stage 2n The students noticed overwhelmingly lexical problemsAdditional findings:nParti

3、cipants 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 di

4、fferent with the native speakers in the ways of expression and thinking.Q3: Effects of Stage 1 and Stage 2 noticing on subsequent revisionsnThere is a strong relationship between Stage 1 and Stage 2 noticing.nThose related to PFN were incorporated significantly more in the immediate and delayed revi

5、sions than those unrelated.Q4: The effects of learners proficiencyon noticing and incorporationnthe more proficient group noticed more and incorporated more than the less proficient one.nThe difference was not significant except in Stage 2 comparison task.Strengths and weaknesses in the design and w

6、ritingStrengths in designvTopic interestingvDesign carefulA four-stage writing task Procedures clear and transparent Data analysis explicitly explainedStrength in writingnSimple languagenClear and good organizationnComprehensive interpretationsnSincere attitudesWeaknessesWeaknesses in designvSpontaneous attention to formvNoticing: note-takingvLexical features noticed: instructionvCoding the PFNs into catego