同级反馈对中国非英语专业学生英语写作作用的研究

论文摘要

本文探讨了同级反馈对不同英语水平的中国非英语专业学生英语写作的影响,着重分析了不同英语水平的英语学习者获得同级反馈的情况及在文章修改中接受同级反馈的情况、修改所侧重的语言方面(语法、内容、词汇、结构、构成法)以及对同级反馈的认可情况。笔者运用作文分析对比、调查问卷和个人访谈的方法对两个年级的学生进行了实证性调查研究。第一组42名学生来自山东大学材料科学学院一年级某班;第二组40名学生来自该学院二年级某班,托福考试成绩及作文整体性评估的分数都表明第二组学生英语水平和写作水平明显高于第一组学生。研究者对所有学生进行了过程写作法训练,并对反馈过程进行了详细的指导和讲解。通过对所得数据分析得出了以下结论:(1)就获得和接受同级反馈的数量而言,低水平组学生获得反馈数量多;就获得反馈的质量而言,高水平组的正确率高于低水平组;从语言修改方面来讲,语法和词汇是所有学生关注最多的语言方面,内容修改在学生自我修改中占据了重要的位置。相比较而言,在所有环节中,高水平组能够更多地关注内容和结构方面的语言问题。(2)关于学习者对同级反馈的认可情况:所有学生都认为同级反馈能够在一定程度上帮助修改和改进自己的作文,他们能积极参与到该活动中去。比较而言,低水平组学生对同级反馈的参与积极性更高,对同级反馈的态度更积极。以上研究结果对英语写作教学具有一定的指导意义。在中国英语写作教学中,应该大力提倡使用同级反馈的方法组织教学,将其视为英语写作课中教师反馈的一个重要补充形式。另外,老师在组织同级反馈时,应针对不同班级、不同水平学习者的特点灵活的处理,使其更好地发挥作用。

论文目录

• Abstract（in English）
• Abstract（in Chinese）
• List of Figures
• List of Tables
• List of Abbreviations
• Introduction
• 0.1 The Historical Context
• 0.2 Statement of the Problem
• 0.3 Significance of the Study
• 0.4 Organization of the Thesis
• Chapter One Literature Review
• 1.1 Effectiveness of Peer Feedback
• 1.1.1 Students' Review Ability
• 1.1.2 Students' Implementation of Peer Feedback
• 1.1.3 Students' Perceptions of Peer Review Activity
• 1.2 Influence of Cultural Differences on the Effects of Peer Feedback
• 1.2.1 Researches Concerning Cultural Influence on Peer Feedback
• 1.2.2 The Situation of Peer Feedback in China
• 1.3 Summary
• Chapter Two Theoretical Underpinnings
• 2.1 Process Writing Approach
• 2.2 Vygotsky's Learning Theory
• 2.2.1 The Notion of Zone of Proximal Development
• 2.2.2 The Notion of Scaffolding
• 2.3 Collaborative Learning Method
• Chapter Three Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Analysis of Drafts
• 3.3.2 Questionnaire
• 3.3.3 Semi-Structured Interview
• 3.4 Procedures
• 3.5 Data Collection
• 3.5.1 Data from Drafts
• 3.5.2 Data from Questionnaire
• 3.5.3 Data from Interview
• 3.6 Data Analysis
• Chapter Four Results and Discussion
• 4.1 Analysis of the Drafts
• 4.1.1 Differences of the Peer Feedback Received
• 4.1.1.1 The Amount and Type of Feedback Received
• 4.1.1.2 The Correct Rate of Feedback Received
• 4.1.2 Differences in the Feedback Incorporated
• 4.1.2.1 The Total Amount of Feedback Incorporated
• 4.1.2.2 The Amount of Feedback Incorporated on Five Language Aspects
• 4.1.3 Differences in the Total Revision
• 4.1.3.1 The Amount of Different Patterns of Revision
• 4.1.3.2 The Percentage of Self-Revision on Five Language Aspects
• 4.1.3.3 The Percentage of Total Revision on Five Language Aspects
• 4.2 Students Perceptions of Peer Feedback
• 4.2.1 General Attitude
• 4.2.2 Perceived Effects
• 4.2.3 Review Ability
• 4.2.4 Group Participation
• 4.2.5 Motivation
• 4.3 Benefits and Suggestions about Peer Feedback
• Chapter Five Conclusion and Implications
• 5.1 Conclusion
• 5.2 Pedagogical Implications
• 5.3 Limitations and Suggestions for Further Study
• Appendices
• Appendix A Holistic Evaluation of Draft
• Appendix B Questionnaire
• Appendix C Peer Response Sheet
• Appendix D Interview Questions
• Appendix E Descriptors of Language Aspects
• Bibliography
• Acknowledgements
• Publications
• 学位论文评阅及答辩情况表