谈个体差异与写作教学中的批改策略

论文摘要

本文回顾了近年来外语写作教学领域的研究动态,揭示了当前教师和学生对写作批改的理解,阐明了在外语教学中,对外语学习者个体差异研究的重要性。文章论述了外语学习者在情感因素、心理、学习动机、学习风格等方面表现出来的个体差异以及学习策略的偏好,旨在发现注重过程的中学英语写作教学中不同批改策略的特征,及其对当前高中外语写作教学中反馈方法的启迪,提出了教师批改方法的调整与个体需要的满足,探求一条更符合中学英语写作教学的新途径。

论文目录

Acknowledgements

Synopsis

Introduction

Chapter One Findings of a Questionnaire and the Current Approach to Marking Student Writings

1.1. Student questionnaire data on teacher feedback patterns

1.2. The necessity of raising awareness on writing as a process

1.3. The trouble spot between teacher and learner

1.4. The new role of the writing teacher

Chapter Two Some Aspects of the Learner's Individual Differences

2.1. The importance of focusing on individual differences

2.2. Learning styles and some major categories

2.2.1. Field-independence vs． field-dependence as a cognitive style

2.2.2. Extroversion vs． introversion

2.2.3. Tolerance of ambiguity vs． ego boundaries

2.2.4. Analytic vs． global

2.2.5. Reflection vs． impulsivity

2.3. Differences in learner's affective factors

2.3.1. Language anxiety

2.3.2. Inhibition vs． risk-taking

2.3.3.Self-esteem

2.4.Gender-related differences

Chapter Three Implications for Effective Response

3.1.Using learner's style data for tailoring instruction

3.2.An overview of the function of feedback

3.3. EFL learner's differences and feedback adaptation

3.3.1. Feedback as an on-going dialogue

3.3.2. The feedback in favor of interaction

3.3.3. The feedback in support of writer's autonomy

3.3.4. Humanistic considerations in the response

3.3.5. The feedback without bias

Conclusion

Bibliography

Appendix

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标签：个体差异论文; 学习风格论文; 反馈策略调整论文;

谈个体差异与写作教学中的批改策略

论文摘要

论文目录

相关论文文献

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