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Relevant scholars at home and abroad have conducted continuous research on corrective feedback in the field of second language acquisition and second language writing. However, there is no consistent conclusion on the effects of corrective feedback. The participants in corrective feedback have "duality", that is, considering the characteristics of corrective feedback, effective corrective feedback requires the participation of both teachers and learners. This means that individual characteristics such as preferences, experience, and motivation of both parties have a clear impact on the effectiveness of corrective feedback. Clearly, the cognitive bias of second language teachers and learners towards corrective feedback actually leads to a dilemma in corrective feedback research and practice: on the one hand, corrective feedback is cognitively homogeneous, and all participants recognize its positive role in improving writing accuracy; On the other hand, corrective feedback has cognitive heterogeneity, and there is obvious individuality in the cognition of its influence path and degree among different participants. This contradiction between commonality and individuality exacerbates the difficulty of corrective feedback research.
中国乌孜别克族语言文化研究
Research on Chinese Uzbek Language and Culture“一带一路”手册:英文
THE HANDBOOK OF THE BELT AND ROAD汉语语篇分层表示体系构建与韵律接口研究
AmULTI-LAYERED REPRESENTATION SCHEME OF CHINESE DISCOURSE AND ITS APPLICATION IN PROSODY-DISCOURSE INTERACTION中非减贫合作与经验分享:英文
China-Africa Poverty Reduction Cooperation and Experience Sharing中国语音学报.第12辑
Chinese Journal of Phonetics. 12th Series
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